5 Curriculum Guides STD 3 PDF

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY SCHOOL CURRICULUM
CURRICULUM GUIDES
STANDARD 3
Curriculum Planning and Development Division

2013
© Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. – Trinpad Division
Table of Contents
Agricultural Science.................................................................................................................................................................................... 4
English Language Arts .............................................................................................................................................................................. 10
Mathematics .............................................................................................................................................................................................. 59
Physical Education .................................................................................................................................................................................. 100
Science .................................................................................................................................................................................................... 104
Social Studies .......................................................................................................................................................................................... 115
Spanish .................................................................................................................................................................................................... 126
Visual and Performing Arts .................................................................................................................................................................... 134
Dance ...................................................................................................................................................................................................... 136

Drama ...................................................................................................................................................................................................... 136
Music....................................................................................................................................................................................................... 136
Visual Arts .............................................................................................................................................................................................. 137
Values, Character and Citizenship Education ......................................................................................................................................... 143
Primary School Curriculum
Agricultural Science
Standard 3
4
Rationale
WHAT IS AGRICULTURAL SCIENCE?
Agricultural Science teaches the principles and practices of growing plants and rearing animals for food and other valuable products.
WHY STUDY AGRICULTURAL SCIENCE?
Agricultural Science develops students’ understanding of the natural attitude towards the environment. Furthermore, it allows students to
environment and the constantly changing cycles of nature. feel a sense of accomplishment, which boosts their confidence and
self-esteem.
The development of a love of learning is one of the major purposes of
primary education, and Agricultural Science is an ideal vehicle to The study of Agricultural Science also caters to the development of
facilitate the attainment of this goal. Students will learn to care for social and emotional intelligences, and helps to build positive
plants and animals associated with agriculture, and how and why these character traits and values such as respect, responsibility, caring and
are important to us. kindness. The programme of learning affords opportunities for
developing interpersonal skills, and includes cooperation and
This subject provides opportunities for students to develop their social, collaboration as learning outcomes.
emotional, communication and technological skills, and a caring
5
HOW IS AGRICULTURAL SCIENCE STRUCTURED?
The curriculum emphasizes food security and preservation of the Agricultural Science is structured around a number of interconnected
environment, with a focus on Good Agricultural Practices (GAP). It topics. These include:
provides the means by which our students are sensitised to the value
• Agriculture as a Business
and importance of agriculture to themselves, our communities, our
country, and the world at large. • Crop Science
The integration of Agricultural Science with other curriculum subjects • Livestock Science
provides an excellent opportunity for linking theory to practice. • The Environment
Agricultural Science contributes to student literacy and numeracy as
• People in Agriculture
well as their skills in observing, manipulating, comprehending,
recording, analysing and reporting, through enjoyable activities. The topics and practical activities described in the curriculum are
selected because they provide a coherent learning process and promote
As important as food security and our inalienable rights to food and
an understanding that places agriculture within an integrated holistic
nutrition, is a global concern about our fragile planet. The introduction
perspective of the local, regional and global community.
of environmental awareness and the development of stewardship
education becomes an important component in every child’s
Agricultural Science learning.
6
AGRICULTURAL SCIENCE: STANDARD 3
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
1.1.1 Explore the 1.2.1 Demonstrate 1.3.1 Appreciate the 1a. Demonstrate the use of  Justify the use of agricultural
use of the use of value of agricultural appropriate technologies technologies in the rearing of a
appropriate appropriate technologies in in the rearing of one class class of farm animals, by providing
agricultural agricultural animal rearing. of animals. at least two explanations for them
technologies to technologies to rear (1.1.1)
rear one class of one class of 1.3.2 Work in a safe 1b. Appreciate the value
animals (for animals. manner. of agricultural technology  Demonstrate the use of a minimum
example: rabbits, in animal rearing. of one agricultural technology to
poultry). 1.3.3 Enjoy rearing rear one class of farm animals
animals. 1c. Enjoy nurturing (1.2.1)
animals while working in
1.3.4 Demonstrate a safe and responsible  Write one paragraph stating what
responsibility in manner. life would be like without a chosen
caring for animals. agro-technology (1.3.1)
1.3.5 Nurture  Demonstrate safety, responsibility

animals. and enjoyment while nurturing an
animal (1.3.2, 1.3.3.1.3.4, 1.3.5)
2.1.1 Explore the 2.2.1 Grow plants 2.3.1 Appreciate the 2a. Explore plant agro-  Research the use of a minimum of
use of using an value of agricultural technologies and grow three selected agricultural
appropriate appropriate technologies in plants using an technologies - controlled
agricultural agricultural growing plants. appropriate one. agriculture, SWGB technology and
technologies to technology, for hydroponics – using ICT, links
grow plants. example: controlled 2.3.2 Enjoy growing 2b. Value plant agro- from Web Quest or any other
environment/ plants. technology. media (2.1.1)
protected
7

Students will:
agriculture, 2.3.3 Work in a safe 2c. Enjoy nurturing plants  Illustrate evidence of having grown
hydroponics, Self- manner. while working safely and plants using a selected technology
Watering Grow 2.3.4 Demonstrate responsibly. (2.2.1)
Box (SWGB). responsibility in  State at least two advantages of
caring for plants. employing a chosen agro-
technology (2.3.1)
2.3.5 Nurture plants.
 Display responsible behaviours,
safety practices and enjoyment
while nurturing plants (2.3.2, 2.3.3,
2.3.4. 2.3.5)
8

Students will:
3.1.1 Explore 3.2.1 Create 3.3.1 Appreciate 3a. Explore how local  Relate how the local cuisine of
how local dishes promotional Caribbean diversity Caribbean foods enhance Caribbean islands enhances visitor
from various material to market through food. tourism. arrivals (3.1.1)
Caribbean food tourism.
islands can 3.3.2 Enjoy making 3b. Create promotional  Create promotional material, using
enhance food 3.2.2 Make Caribbean dishes. materials to market food at least one form of media, to
tourism. appropriate dishes tourism. promote food tourism (3.2.1)
to celebrate an 3.3.3 Savour
island festival. Caribbean cuisine. 3c. Appreciate Caribbean  Make an appropriate dish to
diversity through the celebrate an island festival (3.2.2)
3.2.3 Sample a enjoyment of making and
variety of savouring food.  Comment on the aroma of a variety
Caribbean cuisines. of Caribbean cuisines (3.2.3)
 Create an appreciation of Caribbean

diversity through food, using one
form of media (3.3.1)
 Enjoy making and describing
Caribbean dishes (3.3.2, 3.3.3)
9
English Language Arts
Standard 3
English Language Arts
Rationale
The National Primary English Language Arts curriculum is intended to It is to be noted that throughout the National Primary Curriculum an
motivate students to study, use and enjoy English language and intra-disciplinary, theme-based approach has been adopted. This is
literatures written in English. Learning English includes learning the intended to facilitate students’ language and literacy development and
language, learning through the language, and learning about the is a key focus of the curriculum. Language learning is intended to be
language. Its study involves understanding the internal integration of continuous as the curriculum is enacted on any given day. Students can
the skills (listening, speaking, reading and writing) and understanding acquire language and subject content simultaneously as they engage in
language itself as a tool for learning. Language provides access to learning activities. This approach helps students connect language
learning. When students understand language they automatically across learning areas, see language in effect in real contexts and use
access the entire curriculum. language for meaningful purposes; however, the teaching of language
through content is not exclusive. Planned and explicit teaching of
As the curriculum is enacted, the cross-curricula functional use of core reading, writing and grammar skills must continue using
language is also illustrated. Students use language to master what they creative and dynamic strategies. Importantly, the curriculum is not
learn in different subjects and while doing so each subject in turn helps prescriptive with regard to the teaching of grammar. Approaches will
students to sharpen their language skills. Additionally, students learn at vary but presenting grammar in context is highly recommended.
different rates so their acquisition of language and literacy skills Students are to be guided in applying their grammar learning in their
varies. All students however, must develop mastery of the English own writing, reading and speaking. In this way, grammar becomes
language skills which is critical to their overall development. The relevant and alive in students’ consciousness and psychological
English Language Arts curriculum seeks to facilitate this resistance to its study can decline.
developmental process through a systematic, integrated, learner-
centred approach.
11
The National Primary English Language Arts curriculum is designed Among others, the teaching of ELA will:
to support students throughout the processes of acquiring, developing
and mastering requisite skills and knowledge for effective  Help students make connections between classroom learning
communication. In Trinidad and Tobago, the co-existence of two and out-of-class language use.
major linguistic systems, English Creole and Standard English, poses  Motivate students to become proactive and independent in their
specific problems for some learners. The English Language Arts learning.
curriculum explicitly recognizes the nature of this challenge and seeks  Provide the language base for the development of competence
to address it through a student-centred approach to learning which in all subject areas.
respects students’ linguistic experiences. The language children bring  Encourage students to interact comfortably and competently in
to the classroom - their first language, is a tool for building their different speech contexts.
awareness of the target language. The students’ first language becomes  Develop students’ ability to code switch between Standard
a natural support if communication breaks down when teaching English and English Creole.
Standard English; this is because both languages are supportive of  Develop students’ confidence in their linguistic heritage.
students’ overall linguistic development. Awareness of the two major  Build self-esteem and empowerment through the development
linguistic systems, English Creole and Standard English is in-built in
of a personal voice.
the ELA programme. The teaching of grammar is central to students’
 Equip students to engage in reflection and self-awareness and
understanding of English language structures and of the grammatical
develop awareness of their world.
patterns in English Creole. Students need also to understand explicitly,
 Develop an appreciation for literature.
the nature of the relationship between English Creole and Standard
 Provide a tool for the development of imagination.
English. When this understanding occurs, students will avoid
confusing the two and the perception of ‘bad English use’ or ‘broken
English’ will be minimised. Trinidad and Tobago is a linguistically
diverse country. Consequently, understanding of both English Creole
and Standard English contributes to the development of positive
attitudes towards languages and language users. The National Primary
English Language Arts curriculum facilitates this understanding.
Development in English Language Arts is essential to students’

intellectual, social, and emotional growth.
12
ORGANIZATIONAL STRUCTURE OF THE ENGLISH LANGUAGE ARTS CURRICULUM
READING
ORAL LITERARY
COMMUNICATION APPRECIATION
MEDIA AND
INFORMATION WRITING
LITERACY
Fig. 1
13
Oral Communication
Well-developed listening and speaking skills enable students to to question what they are learning and ask for clarification to enhance
communicate their ideas, feelings and experiences effectively. As a their learning. Students must be supported to ask good questions, to
result, learners who engage in class discussions, using both Creole identify problems in thinking as they attempt to learn, and be able to
English and Standard English, are more in control of and involved in correct problems they encounter. In this way, they will be better
their own learning. Through oral communication instruction and prepared for the world they live in and for their future. Additionally,
opportunities for interaction, young learners also develop sensitivity to through the mastering of verbal and non-verbal communication skills,
and respect for others and their opinions - two qualities that make for a students will have opportunities to communicate, understand, interpret
more humane society. Students also need opportunities to engage in and evaluate information.
critical listening and thinking. This support gives them the opportunity
Reading
Reading empowers learners, boosts their self-esteem and is critical to oral English language skills as they learn to read books in Standard
successful learning at school. During the early years, oral language English. Reading materials that are culturally relevant and age-
development and reading development are tightly linked. As students appropriate will stimulate learners’ interests. Helping students connect
continue to progress, their acquisition of reading skills is what they read to their own experiences and background knowledge
complemented and supported by the development of other literacy will support and enhance their reading efforts. The intention is for all
skills of writing, speaking and listening. All students will learn to read students to become literate and be able to understand and process oral,
if systematic and explicit reading instruction is inherent within an written, electronic and multimedia texts. Consequently, the ultimate
enriching literary environment. Reading is developmental and students goals of the reading programme are: to help students become strategic
progress through the different stages at individual rates; such and critical readers, to empower them to achieve independence in
differences must be respected and catered to. Learners whose first reading and to use literacy as a tool for life-long learning.
language is English Creole may need additional support to build their
14
Literary Appreciation
Literary Appreciation cultivates the ability to make sense of, interacting with literary works. Consequently, literature is a means of
experience unconscious delight in and, appreciate and evaluate the education and enlightenment, as it broadens students’ knowledge
quality of literary works. Literature enhances students’ behaviour, bases, strengthens their thinking skills, and develops their awareness of
emotions, attitudes and social values thereby acknowledging new words and language. Literature also engenders appreciation for
differences in personalities, patterns of relationships, and philosophies. local and international culture, helps develop citizenship, builds
In appreciating literature from a variety of cultures, the learner gains patriotism, and fosters awareness of self and the environment.
pleasure and benefits from listening to, viewing, reading and
Writing
Writing is a recursive, cognitive process that can help students to make

meaning of their learning experiences. The writing programme is
carefully designed to develop students’ ability to: think and write
creatively and coherently and communicate effectively using the
accepted conventions of written language. A systematic and explicit
approach to writing across the curriculum enhances students’ abilities
to use written language for authentic purposes. Students are guided in
understanding writing as a process during which their efforts are
supported by oral and descriptive feedback. As a result, it is expected
that learners will benefit from a more stimulating learning environment
that encourages their creativity. In this curriculum, effective writing
and reading are naturally connected and are supported by the other
literacy skills of speaking and listening.
15
Media and Information Literacy
Young people today are immersed in a world of written, receive. Media and Information Literacy emphasizes the
electronic and multimedia texts and as a result, the English development of enquiry-based skills and the ability to engage
Language Arts curriculum reflects this paradigm. As both meaningfully with media and information channels in whatever
conscious and unconscious consumers and producers of media, form and technologies they appear (UNESCO, 2011).
it is essential for young learners to be multi-media literate. Consequently, the goal of Media and Information Literacy
Much of the media in our environment are aimed at selling within the ELA curriculum is to develop a literate person who
products or ideologies; therefore, students as media consumers is able to read, analyse, evaluate, and produce communications
must be taught how to critically interpret the information they in a variety of media forms
16
. GENERAL OUTCOMES FOR STANDARD THREE
ORAL COMMUNICATION
 Demonstrate a level of mastery of listening skills, creativity and expression through experiences with a range of audio/audio-
visual stimuli.
 Use listening and speaking as tools to construct and clarify meaning, solve problems and complete tasks.
 Demonstrate the ability to evaluate and assess different types of messages and express point of view.
 Demonstrate an understanding of appropriate listening and speaking behaviours in a variety of contexts.
 Demonstrate language awareness knowledge of English Creole and Standard English at levels of phonology, morphology and
syntax.
READING
 Display proficiency in using relevant decoding and word- analysis skills to decode multi-syllabic words when reading and
spelling.
 Apply vocabulary knowledge in speaking, reading and writing.
 Read appropriate-level texts with purpose and understanding.
 Apply Reading Comprehension Skills and Strategies explicitly taught, to make meaning.
LITERARY APPRECIATION
 Analyse elements of stories and poems.

 Respond with delight to literature through language.
17
WRITING
 Apply knowledge of the rules of punctuation and capitalization.

 Demonstrate knowledge of a variety of sentence types.
 Demonstrate knowledge of two types of sentence structures in writing.
 Demonstrate knowledge about the different parts of speech in sentences.
 Demonstrate knowledge of the relationship between subject and verb agreement.
 Demonstrate an understanding of sentence analysis.
 Demonstrate the ability to create simple stories using the process approach to writing.
 Demonstrate knowledge of simple report writing using the process approach to writing.
 Demonstrate an understanding of reflective writing.
 Demonstrate knowledge of spelling rules.
 Understand the appropriate use of the different types of vocabulary in context.
 Demonstrate an understanding of common prefixes and suffixes in writing.
 Develop explicit, conscious understanding of the differences between English Creole and Standard English in writing.
MEDIA AND INFORMATION LITERACY
 Display an understanding of a variety of media texts.

 Begin to respond critically to electronic/digital media texts.
 Identify selected media forms and explain what techniques are used to create meaning and influence audience behaviour and
thinking.
 Create a variety of media texts for different purposes and audiences.
 Reflect on and identify their strengths as media interpreters and creators.
18
ENGLISH LANGUAGE ARTS: STANDARD 3
CONTENT SKILLS DISPOSITION OUTCOMES ELABORATIONS
S
Students will:
Oral Communication
1.1.1 Know ways of 1.2.1 Use imagination, experiences and 1.3.1 Be 1. Apply 1.
interacting with a range listening skills to enjoy and connect to appreciative, appropriate  Perform recitals,
of audio/audio-visual aural, aesthetic materials. critical, creative appreciative and choral speaking
aesthetic stimuli for and expressive discriminative pieces, and
enjoyment. 1.2.2 Perform recitation, choral communicators. listening and scenarios and
complex action
speaking and scenarios/skits with speaking skills.
songs as
1.1.2 Know skills of oral attention to pronunciation and 1.3.2 Be personally
expression applicable to enunciation. comfortable to interpreted [1.2.2,
level. speak to and 1.2.3, 1.2.4].
1.2.3 Articulate emotional and perform for an
intellectual responses to a variety of audience.  Express self
audio/audio-visual stimuli, including through creative
literary texts. dance movement
for specific pieces
of music heard
1.2.4 Evaluate personal connections [1.2.1, 1.2.2,
with Literature (characters, 1.3.1].
experiences and main message[s]).
 Recite poems
with a sense of
rhythm and with
the required
articulation,
intonation and
expression [1.1.2,
19
S
Students will:
1.2.1].
 give positive
attention to the
work of peers
[1.1.1, 1.3.1,
1.3.2]
2.1.1 Know strategies to 2.1.1 Employ taught strategies to assist 2. Demonstrate 2.
aid comprehension at the in making meaning: level-  Use listening
pre-listening, during- appropriate strategies to help
listening and post-listening  pre-listening: purpose for listening skills make meaning
stages. listening, expectations at end of and speaking during and after
activity. listening to a
conventions
selection [2.1.1,
when 2.2.1].
 during-listening: self- communicating.
questioning - if expectations
are being met, note taking.  Use the
“5Ws+H” and
2.1.2 Know how to use the simple graphic
 post-listening: self-question to
“5Ws+H” to gain meaning organizers to help
determine if expectations were
from audio/audio-visual gain and express
met, oral responses to the aural
meaning from
texts. stimuli.
texts [2.1.2,
2.2.2]
2.2.2 Discuss the message of aural
texts by asking and answering  Answer four
“5Ws+H”’ questions to make meaning: literal, two
 Main idea inferential and
 Supporting details one evaluative
20
S
Students will:
 Simple summary statement questions about
texts[2.1.2, 2.2.2]
 Give one main

idea from simple
audio-visual texts
and three to five
supporting details
[2.2.2].
Articulate a summary
statement for audio-
visual texts presented
[2.2.2].
3.1.1 Know how to use 3.2.1 Take notes after listening. 3.3.1 Be critical 3. Demonstrate 3.
strategies that assist in listeners. the ability to use  Take notes
simultaneous listening and 3.2.2 Ask pertinent questions to create strategies to relevant to the
analysing activities and meaning. 3.3.2 Be polite in evaluate topic given
expressing valid points of expressing different highlighting
important points.
view. 3.2.3 Highlight important points different points messages
[3.1.1, 3.2.1,
relevant to a given topic. of view. received. 3.2.3, 3.3.1].
3.1.2 Know that strengths 3.2.4 Present alternative points of 3.3.3 Be tolerant  Question what is
and weaknesses exist in view. of others’ points heard, make value
messages. of view. judgments as it
3.2.5 Discuss varying points of view relates to self, and
form opinions
21
S
Students will:
E.g. use of graphic organizers. 3.3.4 Be [3.2.2, 3.2.8,
3.1.3 Know that a message competent 3.2.9, 3.3.4]
should be analysed before 3.2.6 Identify and assess words and analysers of
its acceptance. phrases in messages which are used for messages.  Express a
persuasion and facts and opinions: different point-of-
view with
politeness [3.3.2,
a) Advertisements 3.3.3].
b) Arguments/Argumentation  Discuss varying

points of view
3.2.7 Ask questions to assess the [3.2.5, 3.2.7].
reliability of claims or arguments
made. Identify and assess the
choice and suitability of
3.2.8 Make judgments of what is heard words used for
by assessing the message’s strengths persuasion, fact and
and weaknesses. opinion in:
 advertisements
3.2.9 Form opinions about what is  debates
heard and how it is said, to prove or  presentations
[3.2.6, 3.3.4].
disprove.
4.1.1 Know appropriate 4.2.1 Follow and provide relatively 4.3.1 Be 4. Demonstrate 4.
listening and speaking complex directions and instructions. courteous when an  Follow and
behaviours. interacting with understanding provide complex
4.2.2 Use appropriate verbal and non- others. and appreciation instructions and
22
S
Students will:
verbal language features to of English directions in
communicate effectively. 4.3.2Be Creole and Standard English
confident and Standard [4.11, 4.2.1,
4.2.3].
4.1.2 Basic and 4.2.3 Use high-frequency and content- competent English.
applicable contrastive specific words to create and express speakers and
analysis of English meaning. performers.
Creole and Standard  Engage in
English. 4.2.5 Engage in conversations and 5. Communicate conversations,
other formal interactions using 4.3.3. Be orally in classroom
4.1.3 Know the basic Standard English. confident in Standard discussions and
conditions and criteria using Standard English other formal
situations using
necessary to code-switch 4.2.6 Speak with attention to Standard English.
Standard English
between English Creole English pronunciation. [4.2.5, 4.2.6,
and Standard English. 4.3.4 Be willing 4.3.1, 4.3.2, 4.3.3]
4.2.7 Distinguish between English and comfortable
Creole and Standard English languages to speak to 5. Speak with attention to
See writing strand for based on phonology (sounds), different Standard English
sentence structures at morphology (grammar) and syntax audiences. pronunciation [4.1.2,
this level.
(arrangement of words). 4.1.3, 4.2.6, 4.2.7, 4.2.8,
4.3.5 Be proud of 4.3.2, 4.3.3, 4.3.4, 4.3.5].
4.2.8 Code-switch between Creole and English Creole as
Standard English based on purpose, a legitimate
audience and topic. language.
23
S
Students will:
Reading
5.1 Apply appropriate 5.2.1 Read grade level texts 5.3.1 Be 6. Demonstrate 6.
phonic skills and independently. proficient proficiency in  Select appropriate
strategies in reading. readers. using decoding phonic skills to
5.2.2 Read in isolation, and in context, and word decode multi-
high-frequency words appropriate to analysis skills to syllabic words to
read literary texts
grade level. 5.3.2 Be proud of fluently read
[5.1, 5.2.1, 5.2.2,
their and monitor 5.2.3, 5.2.4, 5.2.5,
5.2.3 Associate sounds with accomplishments meaning from 5.2.6, 5.2.7, 5.2.8,
phonograms e.g. –ble,-cle, -ture, -ciam, in applying level- 5.3.1, 5.3.2, 7.2.1]
-ic, -ick in isolation and in context. phonic skills to appropriate
new contexts. texts.  Select and apply
5.2.4 Use knowledge of phonics appropriate word
combined with other word-attack 5.3.3 Be analysis skills to
unfamiliar words
strategies such as knowledge of cooperative in
to read literary
morphemic word families, spelling assisting peers. texts [5.1, 5.2.1,
generalizations, and letter 5.2.2, 5.2.3, 5.2.4,
combinations including double letters 5.2.5, 5.2.6, 5.2.7,
to decode new words. 5.2.8, 5.3.1, 5.3.2,
7.2.1].
5.2.5 Apply knowledge of
phonological awareness and phonics to  Associate
diphthongs and
decode words e.g. long vowel patterns
phonograms with
in multi-syllabic words, consonant their respective
24
S
Students will:
clusters ('straight', 'throat', 'screech', sounds [5.2.3,
'squawk'). 5.2.6].
5.2.6 Associate diphthongs with their  Associate sounds

respective sounds including /u/, /au/ with silent
consonants in the
and /aw/.
initial position in
words [5.2.7].
5.2.7 Associate sounds with silent  Associate the
consonant digraphs in the initial spelling with the
position (e.g. 'gn-, wh-, wr- and kn-'). pronunciation of
the words [5.2.6,
5.2.8 Apply rules of syllabication to 5.2.7, 5.2.8, 5.2.9]
decode multi-syllabic words.
 Distinguish
between similarly
5.2.9 Identify words with inconsistent spelled words by
but common spelling-sound identifying the
correspondences. sounds of the
letters that differ
[5.2.3, 5.2.4,
5.2.5, 5.2.6, 5.2.7,
5.2.9].
6.1 Use words which 6.2.1 Use context-clues, word structure 6.3.1 Be 7. Apply 7. Use:
express deeper meaning clues, definition clues and background respectful of vocabulary  reading strategies
in speaking, reading and knowledge to determine the meaning peers’ attempts skills to to activate prior
writing. of words or phrases (including in applying demonstrate knowledge in pre-
reading [6.2.1].
25
S
Students will:
homophones and multiple-meaning vocabulary understanding
words). knowledge. of texts.  picture, word,
definition and
6.2.2 Develop a more sophisticated 6.3.2 Be context clues to
vocabulary across content areas. empowered to infer meanings in
context and apply
use vocabulary
in speaking,
6.2.3 Determine the meaning of words knowledge in reading and writing
used in descriptive and factual different [6.1, 6.2.1].
language. contexts.  Apply familiar
vocabulary to
6.2.4 Apply multi-meaning words in gain
technical vocabulary in speaking, understanding of
texts and to
writing and reading in context.
develop a more
sophisticated
6.2.5 Interpret analogy and connotative vocabulary bank
language. [6.2.2, 6.2.3,
6.2.4, 6.2.5].
6.2.6 Demonstrate the meaning of  Construct
figurative language in all genres. sentences orally
and in writing
using synonyms,
antonyms,
multiple-meaning
and high
frequency words
common to this
26
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Students will:
level [6.2.3, 6.2.6]
 Apply knowledge
of vocabulary to
answer and
generate
questions orally
and in writing,
and to
demonstrate the
meaning of
figurative
language [6.2.3,
6.2.5, 6.2.6].
 Determine the
contextual
meaning of words
and phrases in
descriptive and
factual texts
[6.2.3].
 Examine and
interpret analogy
relationships in
texts [6.2.5]
 interpret the
connotative
meanings of
familiar and new
27
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Students will:
words
contextually
[6.2.5]
 explore analogy
and connotative
language as
giving deeper
meaning to texts
[6.2.5]
 verify meanings
of new words
using dictionary
and thesaurus
[6.2.2]
7.1 Use critical and 7.2.1 Apply a variety of appropriate- 7.3.1 Be 8. Demonstrate 8.
strategic reading level strategies and skills to construct confident in proficiency in  Identify key
strategies to read meaning from text, including before, reading using critical words, decode
competently. during and after reading. appropriate-level and strategic target words and
texts fluently. reading skills to read text
accurately, with
7.2.2 Read a variety of informational read fluently
fluency [7.1,
and narrative/descriptive texts/genres 7.3.2 Be and monitor 7.2.1, 7.2.2, 7.2.3]
with sufficient accuracy to support respectful of meaning from
comprehension. peers’ attempts level-  Read with
in reading appropriate appropriate
7.2.3 Monitor reading for accuracy and fluently. texts. phrasing,
intonation,
28
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Students will:
sense, demonstrating that they have the emphasis and
confidence to adjust their reading. 7.3.3 Encourage expression, good
peers as they volume, breath-
control, correct
7.2.4 Develop a love for reading a read a variety of
pronunciation and
range of genres. texts. clear enunciation,
intonation,
rhythm, pace and
prosody at a rate
appropriate for
comprehension
[7.2.3, 7.2.4].
 Read common
high-frequency
words by sight
[7.2.1].
 Select level-
appropriate
comprehension
strategies to
decode new
words in context,
and to make and
monitor meaning
[7.2.3, 8.1.1,
8.2.4].
 Show patience
29
S
Students will:
and co-operate
when developing
reading skills
[5.3.3].
 Display
confidence in
their ability to
read fluently
[5.3.1, 5.3.2,
7.3.1].
 Share ideas,
thoughts and
feelings in
different
audiences [8.3.2,
8.3.3].
 respect peers’
attempts at
reading and in
applying
vocabulary
knowledge [5.3.3,
6.3.2]
 show tolerance
30
S
Students will:
for the opinions
of others [8.3.4]
 use high
frequency words
creatively in
different
contexts[6.3.2,
7.3.1]
 show support to
others as
developing
readers and
creative thinkers
[5.3.3, 6.3.1,
7.3.2, 7.3.3]
 display the ability

to think critically
[8.3.1]
 Develop a passion
for reading [7.2.4].
8.1.1 Read to learn. Use reading comprehension strategies 8.3.1 Be critical 9. Apply level- 9.
to answer literal and inferential type and creative appropriate  Activate prior
8.1.2 Apply appropriate- questions independently: thinkers. reading knowledge to
level comprehension comprehension make text-to-self,
text-to-text and
31
S
Students will:
skills and strategies to 8.2.1 Answer and ask questions based 8.3.2 Be skills and text-to-world
understand texts. on a given stimulus. empowered to strategies to connections
express ideas, gain [8.1.2, 8.2.1,
8.2.3, 8.2.4,
8.1.3 Use text features 8.2.2 Use the dictionary and thesaurus thoughts and understanding
8.2.11].
(author, title, illustrator to acquire meanings of words in feelings. from texts.
and table of contents) and context.
 Read title and
text structures to gain 8.3.3 Be study illustrations
meaning. 8.2.3 Activate prior knowledge and confident in to gain
(content-area) vocabulary to deepen sharing ideas understanding of
understanding of texts. with different or make
audiences. predictions about
the text [8.1.1,
8.1.4 Use before, during 8.2.4 Use metacognitive strategies to
8.1.3, 8.2.1,
and after reading clarify meaning in text e.g., rereading, 8.3.4 Be tolerant 8.2.10, 8.2.12].
strategies. visualizing, thinking about the text, of differences of
before, during and after reading opinions.  Give the purposes
strategies. of all texts
presented and
8.2.5 Identify key words when discuss possible
scanning texts to establish relevance. audiences for
them [8.2.6].
8.2.6 Understand that texts have
 Identify key
purposes and are written for audiences.
words when
scanning texts
8.2.7 Identify main idea and supporting [8.2.5].
details from text to show their
32
S
Students will:
relationship to text.  Generate
questions about
8.2.8 Apply knowledge of inference the main
and deduction to identify/discuss cause idea/event/messag
e of the text using
and effect relationships in texts.
pictures/illustratio
ns and other
8.2.9 Express preferences and support stimuli [8.2.1,
their views by reference to texts. 8.2.12].
8.2.10 Reflect and share personal  Modify or refine

views based on their reading main
experience with given text. idea/event/messag
e as the story
develops [8.2.4].
8.2.11 Make text-to-self, text-to-text
and text-to-world connections between  State one main
what they already know and the idea/message with
information presented in two different supporting details
texts. [8.2.7].
8.2.12 Create mental images to  Analyse simple

respond to the text e.g., share details from key
words [8.2.3].
reactions, clarify confusion, generate
questions, predict outcomes and draw
 Apply knowledge
inferences. of inference and
deduction to show
33
S
Students will:
8.2.13 Evaluate texts by making cause/effect
explicit and inferential reference to relationships in
texts. texts [8.1.2, 8.2.8]
 Given one of
cause or effect,
infer or deduce
the other and
verify using text
[8.2.8].
 Present preferred
account/event/point-
of-view in texts in a
variety of ways
[8.2.9].
 Support personal
views with reference
to the text [8.2.7,
8.2.9, 8.2.10, 8.2.11,
8.2.13].
 Research and
interpret bits of
information
presented in a
variety of media
34
S
Students will:
including
symbols, signs,
charts and graphs
[8.1.3].
 Locate
information in
texts using table
of contents,
index,
acknowledgments
and glossary
[8.1.3].
 Answer at least
two literal, three
inferential and
one evaluative
question orally
and in writing
from texts
presented [8.2.1].
Literary Appreciation
9.2.1 Use graphic organizers for visual 9.3.1 Be 10. Demonstrate
9.1.1 Know how to representation of narrative elements. appreciative of understanding
analyse narrative and the connections of literary texts  Relate text-to-
poetic elements in 9.2.2 Relate the story through another between style, in the analysis self, text-to-text
and text-to-world
35
S
Students will:
literature. character’s perspective. imagery and of elements of to help make
language. stories and meaning and
9.2.3 Draw conclusions and infer poems. understand the
text characters’
meaning.
perspectives
[9.2.2]
9.2.4 Discuss introduction, rising
action, climax, falling action and  speak about the
conclusion in literary texts. writer’s point-of-
view and give
9.2.5 Identify and discuss figurative own point-of-
9.1.2 Know language based on context and content. view [9.2.6]
appropriateness of 9.3.2 Be
language in context. 9.2.6 Explore the mood of a literary conscious of  draw own
conclusion and
piece. author’s use of
infer meaning as
language. they relate to the
9.1.3 Know the Literary story
Device: 9.2.7 Examine the writer’s and the 9.3.3 Be aware of
 Imagery reader’s points-of-view. the use of the  identify major
Trinidad Creole conflict in text
9.1.4 Know Figures of 9.2.8 Discuss how the creole is used in and Tobago and offer two
selected literary texts. Creole for possible solutions
Speech
[9.2.3]
 Simile communication
 Simple metaphor 9.2.9 Make connections between in different
 discuss plot and
 Personification literature and real life situations. scenarios. analyse its
development
36
S
Students will:
through selected
stories
 represent plot
using graphic
organizers
 explore the
feelings created
after reading
poems and stories
 identify
words/language
used to create
specific moods
 substitute words
to change moods
in texts presented
 examine
words/language
used in creating a
mental picture
 use language with
37
S
Students will:
guidance to create
imagery
 identify figures of
speech in poems
[9.1.4]
 identify
personification in
literary texts and
use in oracy
[9.1.4]
 identify simple
metaphor in
literary text
[9.1.4]
 identify the simile

in texts and use in
writing
 show appreciation
for reading and of
being read to
from the various
genres of
literature
38
S
Students will:
Writing
10.1 Apply the rules of 10.2.1 Use the following punctuation 10.3 Be self- 11. Apply 11. Use:
punctuation and marks in sentences: organized in their knowledge of
capitalization. writing. writing  the period,
 full stop, question mark, conventions question mark
exclamation mark, apostrophe appropriate to and exclamation
in contractions and possessives, the level. marks at the end
quotation marks and commas in of statements,
apposition, in words in a series questions,
and in addresses. commands and
surprise
10.2.2 Use capital letters in sentences respectively,
apostrophe in
for:
contraction and
possessives,
 first word in a quotation quotation marks,
and commas for
 title of books, chapters, poems words in
apposition, in a
series and in
 title of proper names
addresses [10.1,
10.2.1, 11.1.1,
 important words in headlines, 11.2.1]
subject heading etc.
 a capital letter for
the title of proper
names, first word
39
S
Students will:
in a quotation,
titles of books,
chapters and
poems, important
words in
headlines, and
subject headings
[10.1, 10.2.2]
 edit capitalization
and punctuation
in own sentences
using simple class
generated
checklist [10.1,
10.2.1, 10.2.2]
11.1.1 Know the different 11.2.1 Write the different types of 11.3.1 Be proud 12. Demonstrate 12. Write:
forms of sentences: sentences. of their pride in their
Interrogative, imperative accomplishments ability to work  imperative and
and negative. 11.2.2 Expand the basic sentence type . independently negative
by adding an adjective or adverb in to compose sentences [11.1.1,
11.1.2 Know how to word and phrase. sentences with 11.2.1]
expand the basic sentence proper
 construct
type to enrich sentences. grammatical
interrogative
structures and sentences using
rich vocabulary. present, past and
future tenses and
40
S
Students will:
patterns based on
verbal forms
[13.2.2]
12.1.1 Apply their 12.2.1 Use a conjunction to join two 12.3.1 Be

knowledge of simple and simple sentences to form a compound creative in their
compound sentences to sentence. writing.
add variations to their
writing.
13.1.1 Recognize use of 13.2.1 Use Nouns: common, proper,
the different parts of collective and abstract in sentences.
speech in sentences.
13.2.2 Use Verbal forms:
a) Simple Present, Past, Future,
Present Continuous Tense, Past
Perfect Tense,
b) Use Modals: can, may, should,

would, could, might.
c) Participle-past and present.
d) Regular and irregular.
13.2.3 Use Adjectives: comparative
41
S
Students will:
and superlative degree.
13.2.4 Use Pronouns: Personal,

Possessive Reflexive and Relative
Pronoun.
13.2.5 Use Adverbs: comparative and

superlative forms.
13.2.6 Use Prepositions in context.
13.2.7 Use Conjunctions to combine

ideas and sentences.
14.1.1 Know that a 14.2 Choose verbs to agree with
subject must agree with a subjects in number.
verb in number.
15.1.1 Know how to 15.2 Analyse a sentence identifying its
analyse a sentence into subject and verb.
subject and verb.
16.1.1 Know the 16.2.1 Write narrative-descriptive 16.3 Be 13. Apply 13. Expand:
following to engage in stories showing beginning middle and competent in knowledge of
narrative-descriptive end plot structure, character composing the traits of  the different
writing: development, setting, sensory stories. writing and the forms of
descriptive words and the simile, writing process sentences using
an adjective,
 The elements of story simple metaphor and personification to construct
42
S
Students will:
writing devices. level- adverb, or
appropriate adjectival phrase
 Sensory detail 16.2.2 Write narrative descriptive sentences. and adverbial
phrase [11.1.2,
. stories applying the stages in the
11.2.2]
 Figurative language writing process:
 make subject and
 Organization  apply Pre-writing Skills (think, verb agree in
brainstorm, create web maps, number [14.1.1,
articulate/list ideas, make notes,
 Grammar and 14.2.1]
outline important
mechanics points/relevance, sequence
 analyse sentences
information, read related
into the subject
 The stages in the information)
and the verb
writing process phrase (predicate)
 apply Drafting Skills (follow [15.1.1, 15.2.1]
pre-writing plan, formulate
topic sentences and supporting
 recognize the
details, express ideas in
function of
paragraphs)
prepositions,
adverbs,
 apply Revising Skills (review apostrophes,
plot structure, figurative adjectives, nouns,
language, sensory details, verbal forms and
organization of ideas, conjunctions in
transitional words and phrases context [13.1.1,
and paragraphing) 13.2.1
43
S
Students will:
 apply Editing Skills (edit  use nouns or
writing by applying grammar subject pronouns,
and mechanics rules) verbs, adjectives
and conjunctions
 apply Publishing Skills (and/but) to form
compound
sentences [12.1.1,
12.2.1]
 write simple and

compound
sentences
showing sentence
fluency and
organization after
recounting three
to five
events/ideas in
sequential order
[12.1.1, 12.2.1]
 use relevant level-

appropriate high
frequency words
and vocabulary
taught [6.1, 20.1,
20.2, 21.1.1,
21.2.1, 21.3.1]
44
S
Students will:
 use sensory
details and
figurative
language in
writing [16.1]
 spell high
frequency words
correctly [19.1.1,
19.2.1]
 spell words
applying level
appropriate
rules[19.1.1,
19.2.1]
10. Share:
 written work
with a small
group or whole
class with pride
[10.3, 11.3, 16.3,
17.3, 18.3.1]
 write at least two

45
S
Students will:
paragraphs
showing voice on
familiar topics
discussed or on
personal
experiences
recounted [11.1.2,
11.2.2, 12.1, 12.2,
16.1, 16.2, 17.1.1,
17.2.1]
 write paragraphs
with logical
organization of
topic sentences
and supporting
details for factual
and narrative-
descriptive
writing [11.1.2,
11.2.2, 12.1, 12.2,
16.1, 16.2, 17.1.1,
17.2.1]
 write using
transitional words
and phrases for
sentence fluency
46
S
Students will:
and appeal to the
senses [16.1.1,
17.1.1]
 apply the process

approach to
writing narrative-
descriptive
paragraphs,
simple reports,
friendly letters
and e-mails [16.1,
16.2.1, 16.2.2.
17.1.1, 17.2.1]
 edit capitalization
and punctuation
in own sentences
using simple class
generated
checklist [11.1.1,
11.2.1, 11.2.2,
11.2.3, 11.2.4,
16.2.2, 17.2.1]
 edit peers’ work

for concord
[12.1.1, 12.2.1,
47
S
Students will:
16.2, 17.2.1,
22.2.1]
17.1.1 Know how to 17.2.1 Write simple reports on selected 17.3.1 Be self-
write a simple report daily activities applying the process organized in their
using the process approach to writing: writing.
approach with focus on :
 apply Pre-writing Skills (think,
 Organizational brainstorm, create web maps,
structure articulate/list ideas, make notes,
outline important
points/relevance, sequence
 Introductory information, read related
paragraph information)
 Transition words  apply Drafting Skills (follow

pre-writing plan, formulate
 Content topic sentences and supporting
details, express ideas in
paragraphs)
 Language use
 apply Revising Skills (review
 Grammar and content, language and
Mechanics organization – logical
sequencing of information,
paragraphing, introduction,
body, conclusion, and
transitional words and phrases)
48
S
Students will:
 apply Editing Skills (edit

writing applying grammar and
mechanics rules)
 apply Publishing Skills

18.1.1 Know how to 18.2.1 Critically question self and their 18.3 Be 14. Write 14. Self-question before
write a reflective piece own thinking about a situation/event. confident in self- reflectively on writing.[18.2.1]
considering: expression. daily activities.
18.2.2 Express their thoughts and  organize thoughts
 a description of what feelings in a reflective piece. and feelings
happened and who before writing
[18.1]
was involved
 express thoughts
 an interpretation of and feelings in
what is most writing [18.1,
important 18.2.2]
 an outcome of what I
have learned  show comfort and
confidence to
share reflections
[17.3, 18.3]
 share written
work with a small
group or whole
49
S
Students will:
class with pride
[17.3.1, 18.3.1]
19.1 Know how to apply 19.2 Apply spelling rules correctly 19.3 .1 Be self-
spelling rules correctly in writing. sufficient in
when writing: writing.
Produce the following correctly:
 Syllabication
rules  plural forms in which ‘y is
changed ‘i’and ‘f’ to ‘v’
 Phonics before adding an “es”
ending
 Inflectional
Endings  words that double the final
consonant before adding
endings
 words that drop the final ‘e’

before an ending
 ‘ie’ and ‘ei’ words
 words with hard and soft ‘c’

and ‘g’
 words with silent letters
50
S
Students will:
 common homophones
 key words in other subject

areas
20.1.1 Know how to use 20.2 .1Use the different types of 20.3.1 Be
the different types of vocabulary in context across content knowledgeable
vocabulary across content areas: about the
areas. different types of
a) Technical terms vocabulary and
their usage in
b) Synonyms text.
c) Antonyms
d) Homophones
e) Homographs
f) Words with multiple-meanings
21.1 Identify the affixes 21.2.1 Make and use new words by 21.3.1 Be
added to root words to adding prefixes and suffixes to root proficient in the
make and use new words words in writing. usage of their
in context. developing
51
S
Students will:
Suffixes:- :-less,-ness, -ous,-ful, -ly, vocabulary.
and different forms of –shun
Prefixes: tele, anti, pre, aero, etc
21.2.2 Give the meaning of new words

formed with the affixes.
22.1.1 Recognize Creole 22.2 .1 Use a code switching analysis 22.3.1 Be

patterns in their writing chart to change Creole patterns to proficient in their
to code switch to Standard English patterns. writing.
Standard English
patterns.
Media & Information
Literacy
23.1.1 Display an 23.2.1 Use media and technology 23.3.1 15. Demonstrate 15. Handle:
understanding of a equipment with care. Responsible in proper care and
variety of media texts. handling handling of  media and
(e.g., audio, visual, 23.2.2 Comprehend content in print, equipment. media and technology
audio-visual, print, and visual, audio and electronic media. technology equipment with
electronic/digital text) 23.3.2 Reflective equipment. care and with
proper etiquette
23.2.3 Recognize that all forms of of the messages
[23.2.1]
media contain constructed messages. conveyed in a
variety of media.  work following
52
S
Students will:
23.2.4 Identify purposes of media. instructions and
23.3.3 Critical directions [23.3.1]
23.2.5 Demonstrate competence in thinkers to 16. Show
gaining messages as an independent determine awareness of  use media
consumer of media texts. underlying selecting media ethically adhering
to the Copyright
messages. for different
Act and
23.2.6 Explain the purpose of selected purposes and Acceptable Use
media texts (magazine ads, newspaper 23.3.4 Confident audiences. Policy [26.2.1,
pull-outs, an email message, text in defending 26.2.2, 26.3.1]
message, online advertisements etc.) point-of-view
16. Identify:
 three main
purposes of media
[23.2.4]
 contrast at least
three different
media forms
according to their
purposes [23.1,
23.2.6, 23.3.2]
24.1.1 Begin to respond 24.2.1 Identify media texts. 24.3.1 Reflective 17. Demonstrate 17. View and listen:
53
S
Students will:
critically to of the messages awareness of
electronic/digital media 24.2.2 Critically view and listen to a conveyed in a and respond  to a variety of
texts. variety of media materials with a focus variety of media. critically to media materials
on electronic/digital works. electronic/digita with a focus on
24.3.2 Critical l media works. electronic/digital
media works
24.2.3 Express personal thoughts and thinkers to
[24.1, 24.2.1,
feelings about selected determine 24.2.2]
electronic/digital media works. underlying
messages.  express thought
24.2.4 Consider both the overt and and feelings
implied messages in electronic/digital 24.3.3 Confident toward
media texts. in defending electronic/digital
point-of-view media works
[24.2.3]
 discuss the overt

messages in
media listened to
and relate text-to-
self and text-to-
world [23.2.3,
23.2.5, 24.2.4,
24.3.1, 24.3.2,
24.3.3]
 assess media texts

and answer two
54
S
Students will:
literal, one
inferential and
one evaluative
question on the
media text studied
[24.1, 24.2.4]
25.1.1 Identify selected 25.2.1 Examine the codes and 25.3.1 Aware of 18. Examine the 18. Cite:
media forms and explain conventions of visual imagery, the importance of use of language
what techniques are used meaning illustrations in picture books, visual imagery in and colour to  techniques used
to create meaning and by looking at the role that formatting designing final enhance and to create selected
influence audience plays in message making. products. influence media [25.1.1]
behaviour and thinking. audience appeal.
(e.g., pictures, headlines, 25.2.2 Explain how illustrators can use  explore colour
and other tools
fonts, sound effects, colour and other tools/techniques to
used in creating
animations, use of construct a reality for their audiences. visual imagery
celebrities to advertise, 25.3.2 [25.2.1, 25.2.2,
embellishments such as 25.2.3 Show how websites use various Competent in 25.3.1]
flashing lights) styles and techniques to influence constructively
audiences and to convey messages critiquing  discuss style and
(e.g., use of images, use of dark websites techniques used
colours, bright colours, warm colours, in websites to
influence
cool colours, pictures, headlines, fonts,
audiences [25.2.3,
sound effects, animations, use of 25.3.2]
celebrities to advertise, embellishments
such as flashing lights etc.)
55
S
Students will:
26.1.1 Create a variety of 26.2.1 Use information products and 26.3.1 Be ethical
media texts for different technology ethically. users of media
purposes and audiences. tools
(e.g., a skit, including 26.2.2 Employ media etiquette when (consideration of
sound effects, based on a using technology and producing media copyright rules
photograph; a weather texts. and acceptable
report with illustrations, use policy).
animations and captions) 26.2.3 Explain that media are
constructions; each medium has its
own language, style, form, techniques, 26.3.2 Be proud
conventions and aesthetics. of their
accomplishments
26.2.4 Develop a storyboard in order to in integrating
retell a story in visual form (using technology
Photo Story). (Class outing, knowledge
Agricultural Science practical, a skit, across content
including sound effects, based on a areas.
photograph; a weather report with
illustrations, animations and captions
etc.)
26.2.5 Demonstrate by manipulating

visual images (e.g., re-sequencing),
alternative stories can be told.
27.1.1 Reflect on and 27.2.1 Critically examine created 27.3.1 Develop 19. Apply 19. Create:
56
S
Students will:
identify their strengths as media texts. as critical knowledge of
media interpreters and thinkers re: media texts and  specific visual
creators. 27.2.2 Reflect on techniques and tools related tasks. construction to media pieces
used to create media to make critically [26.1.1, 26.2.4,
judgments on pros and cons of these. analyse own 26.2.5]
27.3.2 Develop a work.
 examine created
27.2.3 Discuss strengths and spirit of inquiry
media using
weaknesses of created media texts. to make created rubric
informed [27.2.1]
27.2.4 Compare and contrast media decisions.
produced by individuals in the class. Analyse strengths and
weaknesses of:
27.2.5 Determine/judge impact of
created media re purpose.  self as a media
creator and
interpreter
 peers’’ work, with

respect [27.1.1,
27.2.3,7.3.1]
 assess the
suitability of tools
selected and
techniques used
to create media
work using
57
S
Students will:
generated rubric
[27.2.2, 27.3.2]
 chat about the

impact of the
piece created
using prior
knowledge of
media
construction
[27.2.4, 27.2.5]
58
Mathematics
Standard 3
Rationale
What Is Mathematics About?
"Mathematics is an activity concerned with exploration and use of patterns and relationships in data. These
logical thinking, spotting patterns, posing two disciplines are related but offer different ways of thinking
premises and investigating their implications and of solving problems. Both equip students with effective
and consequences. It also involves the study of means for investigating, interpreting, explaining and making
properties of numbers and shapes, the sense of the world in which they live.
relationship between numbers, inductive and
deductive thinking and the formulation of Mathematicians use symbols, graphs and diagrams to help
generalizations. Mathematics is a creation of them find and communicate patterns and relationships, and
the human mind and therefore becomes they create models to represent both real-life and hypothetical
primarily a way of thinking thus facilitating situations. These situations are drawn from a wide range of
problem solving." (Mathematics Curriculum, social, cultural, scientific, technological, health, environmental
1999) and economic contexts.
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time. Statistics is the
Why Study Mathematics?
By studying Mathematics, students develop the ability to think and to organize, to process and communicate information and
creatively, critically and strategically. They learn to structure to enjoy intellectual challenge. In addition, students learn to
60
create models and predict outcomes, to conjecture, to justify when both are appropriate. Mathematics has a broad range of
and verify, and to seek patterns and generalizations. They learn practical applications in everyday life, in other learning areas,
to both estimate and calculate with precision, and understand and in the workplace.
How Is Mathematics Structured?
delivered. Core competencies are developed within the strands

"Mathematics content is sequential in nature. There is a
of Number, Statistics, Measurement and Geometry.
hierarchy of concepts and skills on which each major area of
Mathematics can be built. The proper ordering of
mathematical content for all learners is critical to Through an integrated approach, the new Primary
mathematical achievement." (Mathematics Curriculum, 1999) Mathematics Curriculum aims to reduce “Math anxiety” and
Primary to Secondary transition issues by:
The Mathematics component of the new Primary Curriculum is
in response to the realities of a 21st century global society. The  The development of core mathematical concepts and skills
guiding principles of the Mathematics curriculum content are by the restructuring of learning activities to enable students
derived from the National Council of Teachers of Mathematics to see connections with other subjects and their daily lives.
standards that will allow our students to explore, discover,  The development of appropriate dispositions that would
analyze and apply Mathematics, to model and solve real world facilitate life-long learning and higher order thinking skills.
problems (NCTM.org). The NCTM standards of problem  A pedagogical approach that uses a variety of student-
solving, reasoning, communication, representation and centred teaching techniques and strategies, such that
connections, also play an integral role in how content is improvement in student motivation and performance
will increase in the medium and long terms.
61
 An Assessment Framework that focuses on and numerate individuals capable of functioning in a global
assessment for learning, continuous assessment, society.
as well as summative evaluation.
According to Adding It Up: Helping Children Learn

Mathematics (2001), instructional programs must address the
development of Mathematical Proficiency by focusing on the
following five interwoven strands or components:
 Conceptual understanding: comprehension of

mathematical concepts, operations and relations.
 Procedural fluency: skill in carrying out procedures
flexibly, accurately, efficiently and appropriately.
 Strategic competence: ability to formulate, represent
and solve mathematical problems.
 Adaptive reasoning: capacity for logical thought,
reflection, explanation and justification.
 Productive disposition: habitual inclination to see
Mathematics as sensible, useful and worthwhile,
coupled with a belief in diligence and one’s own
efficacy.
It is essential that the forgoing issues are seriously
considered and effectively addressed so as to create literate
62
MATHEMATICS: STANDARD 3
CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
NUMBER
Number Concepts
1.1.1. Understand the 1.2.1 Count in 1.3.1 Display a sense 1. Count  Count forward (count on) and
concept of sequence within of confidence sequentially backward (count back) by ones within
numbers up to 10 000 in as they explore within 10 000. 10 000 from any given number. [1.1.1,
10 000. ascending and number 1.2.1, 1.3.1]
descending concepts. 2. Demonstrate an
order. understanding of  Skip count in ascending and
numbers to 10 descending order using various ways
1.2.2 Skip count in 000. (such as, in 100s to or from 2 000
ascending and starting at zero or 2 000; by thousands
descending order 3. Demonstrate 1 340, 2 340, 3 340, starting at a
within a estimation skills specified number). [1.1.1, 1.2.2, 1.3.1]
specified using 100 as a
amount. benchmark.  Count the number of objects in a set
using one-to-one correspondence
1.2.3 Count objects in together with skip counting, using base
a set up to ten materials. [1.1.1, 1.2.2, 1.2.3, 1.3.1]
10 000.
 Match the number names and numerals
1.2.4 Connect number to the quantities they represent up to 10
names and
63

Students will:
numerals to 000. [1.1.1, 1.2.4, 1.3.1]
quantities up to
10 000.  Sequence number names and numerals
to 10 000. [1.1.1, 1.2.5, 1.3.1]
1.2.5 Sequence
number names  Insert missing numbers in a number
and numerals. sequence. [1.1.1, 1.2.5, 1.3.1]
1.2.6 Read and write  Read and write number names and
number names numerals to 10 000. [1.1.1, 1.2.6, 1.3.1]
and numerals to
10 000.
 Estimate a given quantity of items
using 100 as a benchmark (using
1.2.7 Estimate the ‘mental grouping’) and verify by
number of counting. [1.1.1, 1.2.7, 1.3.1]
objects in a set
using 100 as the
benchmark and
verify by
counting.
Place Value and

Rounding
64

Students will:
1.1.2. Develop an
understanding of 1.2.8 Explore the place
place value to 9 value of numbers 1.3.2 Be explorative 4. Demonstrate an  Show, using various manipulatives
999 (concretely, to 9 999 when understanding of (e.g. base ten materials, place value
pictorially and including examining place value to 9 mats) that a given numeral consists of
symbolically). expanded relationships in 999. a certain number of thousands,
notation. numbers. ‘hundreds’ ‘tens’ and ‘ones’ and
1.1.3. Develop an 5. Compare and record as such, e.g. 1 245 = 1
understanding of 1.2.9 Compare and order numerals thousand, 2 hundreds, 4 tens and 5
the comparison order numerals up to 10 000 ones. [1.1.2, 1.2.8, 1.3.2]
of numbers. up to 10 000. with reference to
place value.  Describe a specified number in various
1.1.4. Develop an 1.2.10 Round numbers ways using language associated with
understanding of to the nearest 6. Develop an place value e.g. 6 245 as six 1 000s,
rounding to tens, tens, hundreds understanding of two 100s, four 10s and five 1s; six
hundreds and and thousands. rounding to tens, thousands, two hundred, forty and
thousands. hundreds and five; 6 245 ones; 624 tens and 5 ones
thousands. etc., and explain with reasons. [1.1.2,
1.2.8, 1.3.2]
 Write numbers using the expanded

notation form. [1.1.2, 1.2.8, 1.3.2]
 Convert expanded notation into
65

Students will:
numerals. [1.1.2, 1.2.8, 1.3.2]
 Explain and write the place value and

value represented by each digit in a
numeral up to four-digit numbers.
[1.1.2, 1.2.8, 1.3.2]
 Write the largest and smallest number

given any four digits. [1.1.3, 1.2.8,
1.2.9, 1.3.2]
 Use the symbols for more than (>) and

less than (<) to show the relationship
between two numbers. [1.1.3, 1.2.9,
1.3.2]
 Compare and order numerals up to 9

999 (in ascending and descending
order). [1.1.3, 1.2.9, 1.3.2]
 Round numbers to the nearest tens,

hundreds or thousands. [1.1.4, 1.2.10,
66

Students will:
1.3.2]
Number Patterns
1.1.5. Develop 1.2.11 Explore number 1.3.3 Be explorative 7. Demonstrate an  Describe and extend whole number
algebraic patterns when understanding of patterns involving the four operations
thinking (number involving the examining patterns using e.g. 1, 6, 11, 16… and patterns
patterns and four operations patterns. whole numbers involving fractions, by using the
number using whole and involving the pattern rule. [1.1.5, 1.2.11, 1.2.12,
relationships). numbers. four operations. 1.3.3]
1.2.12 Explore patterns 8. Explore patterns  Explore, describe and record patterns
involving involving for:
fractions. fractions. o Multiplication and division facts
up to the 10 times table (using
1.2.13 Create number 9. Create number concrete materials, pictorial
patterns. patterns. representations, symbols, hundred
chart)
o Compatible numbers within 1 000.
[1.1.5, 1.2.11, 1.3.3]
 Recognize when an error occurs in a

pattern and explain what is wrong.
67

Students will:
[1.1.5, 1.2.11, 1.2.12, 1.3.3]
 Insert missing elements in number

patterns and explain reasoning. [1.1.5,
1.2.11, 1.2.12, 1.3.3]
 Create number patterns and state the

pattern rule. [1.1.5, 1.2.13, 1.3.3]
Number Relationships
1.1.6. Explore
algebraic 1.2.14 Calculate the 10. Explore number  Solve problems involving number
1.3.4 Show
thinking unknown in relationships sentences with one unknown number
perseverance
(number patterns number involving the (represented by a symbol) e.g. 42 ÷ 
in finding
and number sentences four operation = 7; the idea of the inverse operation
solutions to
relationships). involving using number
problems. can be used: 7 × ? = 42, and explain
addition, sentences with reasoning. [1.1.6, 1.1.7, 1.2.14, 1.3.4]
1.1.7. Make sense of subtraction, one unknown.
addition, multiplication
 Solve number sentences when the
subtraction, and division of
unknown is on the left or right side of
multiplication whole numbers
the equal symbol. [1.1.6, 1.1.7,
and division and involving
68

Students will:
number one unknown. 1.2.14, 1.3.4]
sentences
involving one
unknown.
Whole Number
(Operations):
Addition and
Subtraction
1.2.15 Solve problems 1.3.5 Appreciate the 11. Demonstrate an ADDITION AND SUBTRACTION
1.1.8. Solve real-life
involving use of understanding
problems
algorithms in of the algorithm
(concrete, addition (up to 4  Solve one-step and multi-step addition
digit numbers solving for addition and
pictorial and and subtraction problems involving
with sum less problems subtraction.
symbolic modes, whole numbers and money (including
including than 10 000) involving the bills, best buy, profit and loss, using
and up to 4 operations 12. Solve a variety dollars only and cents only) by:
money)
addends and (addition and of word o Using a variety of problem solving
involving
subtraction subtraction). problems using strategies, such as: use a model,
addition and
subtraction. (with minuend problem solving act it out, draw a picture, look for
up to 4 digits). strategies a pattern, guess and check, work
including backwards, logical reasoning,
1.1.9. Develop
1.2.16 Determine the mental make a table or chart, make an
estimation skills.
reasonableness organized list and try a simpler
69

Students will:
1.1.10. Demonstrate an of answers by strategies. form of the problem
understanding of using o Using the algorithm
the relationship estimation. 13. Demonstrate an o Using mathematical games
between understanding o Creating number sentences with
addition and 1.2.17 Use the inverse of estimation one unknown
subtraction. operation to skills. o Using estimation skills to check
check answers. solutions to problems
1.1.11. Create number 14. Use the o Using the reverse operation to
stories. 1.2.18 Explain or relationship check answers
demonstrate between o Recording solutions to problems
how an answer addition and using drawings, numerals, symbols
was obtained subtraction to and words. [1.1.8, 1.1.9, 1.1.10,
when solving check answers. 1.2.15, 1.2.16, 1.2.17, 1.3.5]
problems.
15. Create number  Explain or demonstrate how an answer
1.2.19 Create number stories using was obtained when solving problems.
stories appropriate [1.1.8, 1.2.18, 1.3.5]
involving language.
addition and  Create number stories involving
subtraction and addition and subtraction using
using appropriate language. [1.1.11, 1.2.19,
appropriate 1.3.5]
vocabulary.
70

Students will:
Whole Number
(Operations):
Multiplication and
Division
1.2.20 Develop and use 1.3.6 Appreciate the MULTIPLICATION AND DIVISION
the algorithm use of
1.1.12. Develop and algorithms in
for 16. Develop and  Model the multiplication of whole
apply solving apply
multiplication numbers, concretely or pictorially
procedures to problems procedures to
and division of (using an area model/arrays) and record
multiply and involving the multiply and
whole numbers. the process (using drawings, numerals,
divide whole operations divide whole symbols and words and the distributive
numbers to (multiplication numbers to
1.2.21 Solve real-life property). [1.1.12, 1.2.20, 1.3.6]
solve problems. and division). solve problems.
problems
involving  Explain through the use of words and
1.1.13. Solve real-life 17. Solve a variety
multiplication diagrams the procedures involving
problems of word
(up to 2 digit by multiplication using whole numbers.
(concrete, problems using
2 digit numbers) [1.1.12, 1.2.20, 1.3.6]
pictorial and problem solving
and division (up
symbolic strategies
modes,
to 4 digit  Generalize and apply rules (algorithms)
divided by 1 including
including for multiplication involving whole
digit). mental
money) numbers. [1.1.12, 1.2.20, 1.3.6]
strategies.
involving
multiplication 1.2.22 Determine the  Model division of whole numbers
reasonableness 18. Demonstrate an
concretely or pictorially and explain
of answers by understanding
and record the process. [1.1.12, 1.2.20,
71

Students will:
and division. using of estimation 1.3.6]
estimation. skill.
1.1.14. Develop  Explain through the use of words and
estimation 1.2.23 Use the inverse 19. Use the diagrams division involving whole
skills. operation to relationship numbers. [1.1.12, 1.2.20, 1.3.6]
check answers. between
1.1.15. Demonstrate an multiplication  Generalize and apply rules (algorithms)
understanding of 1.2.24 Explain or and division to for division involving whole numbers.
the relationship demonstrate check answers. [1.1.12, 1.2.20, 1.3.6]
between how an answer
multiplication was obtained 20. Create number  Solve one-step and multi-step
and division. when solving stories using multiplication and division problems
problems. appropriate (including problems involving the
1.1.16. Create number language. unitary method) involving whole
stories. 1.2.25 Create number numbers and money (including bills,
stories best buy, profit and loss, rate (weekly,
involving hourly, daily, monthly, yearly and by
multiplication the minute - using dollars only and
and division and cents only) by:
using o Using a variety of problem solving
appropriate strategies, such as: use a model,
vocabulary. act it out, draw a picture, look for
a pattern, guess and check, work
backwards, logical reasoning,
72

Students will:
make a table or chart, make an
organized list and try a simpler
form of the problem
o Using the algorithm
o Using mathematical games
o Creating number sentences with
one unknown
o Using estimation skills to check
solutions to problems
o Using the reverse operation to
check answers
o Recording solutions to problems
using drawings, numerals, symbols
and words. [1.1.13, 1.1.14, 1.1.15,
1.2.21, 1.2.22, 1.2.23, 1.3.6]
 Explain or demonstrate how an answer

was obtained when solving problems.
[1.1.13, 1.2.21, 1.2.24, 1.3.6]
 Explain why a remainder is obtained

for some division problems e.g. 18 ÷ 4
= 4 remainder 2. [1.1.13, 1.2.21,
73

Students will:
1.2.24, 1.3.6]
 Interpret the remainder in relation to

the context of the word problem.
[1.1.13, 1.2.21, 1.2.24, 1.3.6]
 Create number stories involving

multiplication and division and using
appropriate language. [1.1.16, 1.2.25,
1.3.6]
Mental Mathematics
1.2.26 Investigate and 1.3.7 Develop

1.1.17. Develop 21. Demonstrate  Explore, describe and use a range of
use a variety of
strategies to confidence in skills in mental mental strategies for solving problems,
mental math
solve problems using a variety strategies. including:
strategies to
mentally. of mental o Compatible numbers within 1 000
solve problems strategies to o Multiplication and related
involving the solve division facts up to 10 times
four operations. problems. tables
o Decomposition method
o Equal addend method
o Using place value concepts e.g. 4
× 20 = 4 × 2 tens = 8 tens = 80
74

Students will:
o Factoring e.g. 4 × 20 = 4 × 2 × 10
= 8 × 10 = 80
o Multiplying the tens and then the
units. [1.1.17, 1.2.26, 1.3.7]
 Solve problems using mental math

strategies and explain the mental
process used to arrive at an answer.
[1.1.17, 1.2.26, 1.3.7]
Fractions
1.2.27 Explore
1.1.18. Extend the 1.3.8 Develop 22. Develop an  Represent fractions using area, linear
fractions using
concept of confidence in understanding and set models. [1.1.18, 1.2.27, 1.3.8]
area, linear and
fractions to working of fractions by
set models.
include multiple independently using concrete,  Name and record fraction using words
representations, in using a pictorial and and symbols. [1.1.18, 1.2.27, 1.3.8]
equivalence, 1.2.28 Recognize and variety of symbolic
ordering and generate strategies to representations
equivalent  Connect word/number names to
simple solve problems
fractions using a models and symbolic representations.
computation. involving 23. Demonstrate an
variety of [1.1.18, 1.2.27, 1.3.8]
fractions. understanding
models. of proper and
 Explore the equivalent relationships
improper
75

Students will:
1.2.29 Use the fractions and between fractions by
algorithm for mixed numbers. matching/overlaying different
finding fractional parts related to a common
equivalent 24. Solve problems whole and describing the relationship.
fractions. involving the [1.1.18, 1.2.28, 1.3.8]
addition and
1.2.30 Compare and subtraction of  Record equivalent relationships using
order proper fractions. the equal symbol (and non-equivalent
fractions with relationships using the not equal to
unlike symbol) e.g. = = . [1.1.18,
denominators
1.2.28, 1.3.8]
using equivalent
forms.
 Describe the pattern observed in
equivalent relationships and state the
1.2.31 Distinguish
pattern rule. [1.1.18, 1.2.29, 1.3.8]
between proper,
improper and
mixed number  Create equivalent fractions using the
and convert rule. [1.1.18, 1.2.29, 1.3.8]
from one form
to another.  Reduce a fraction to its lowest
equivalent form. [1.1.18, 1.2.29,
1.2.32 Add and 1.3.8]
subtract proper
76

Students will:
fractions with  Compare and order fractions using
same equivalent relationships and by
denominators. positioning a given set of fractions
with like and unlike denominators on a
number line and explain reasons.
[1.1.18, 1.2.30, 1.3.8]
 Explain the meanings of the terms

numerator and denominator. [1.1.18,
1.2.31, 1.3.8]
 Differentiate between proper fractions,

improper fractions and mixed
numbers. [1.1.18, 1.2.31, 1.3.8]
 Explore and explain, using models, the

equivalent relationship of fractions
that represent more than one and one
e.g. 5 quarters = one whole and a
quarter; = 1 and = ; 2 halves =
= 1. [1.1.18, 1.2.31, 1.3.8]
 Describe the pattern observed in the
77

Students will:
relationship between improper and
mixed number. [1.1.18, 1.2.31, 1.3.8]
 Express improper fractions as mixed

numbers. [1.1.18, 1.2.31, 1.3.8]
 Express mixed numbers as improper

fractions. [1.1.18, 1.2.31, 1.3.8]
 Place a given set of fractions,

including mixed numbers and
improper fractions, on a number line
and explain strategies used to
determine position. [1.1.18, 1.2.31,
1.3.8]
 Model addition and subtraction of

fractions involving the same
denominator using concrete and
pictorial representations, record
symbolically and explain pattern
observed. [1.1.18, 1.2.32, 1.3.8]
 Develop and use the algorithm for
78

Students will:
solving problems involving the
addition and subtraction of fractions
involving the same denominator
(including solving problems mentally).
[1.1.18, 1.2.32, 1.3.8]
Language
1.1.19. Develop  Use appropriate language associated

1.2.33 Use appropriate 1.3.9 Communicate 25. Communicate
appropriate with number, such as: numbers up to
vocabulary in with effectively
vocabulary ten thousand, expanded notation,
oral and written confidence using
associated with communication. vocabulary thousands, halves ( ) to tenths ( ,
using language
number. associated with proper fraction, improper fraction,
related to
number. number. mixed number, convert, equivalent,
numerator, denominator, profit, loss,
1.3.10 Demonstrate vocabulary associated with rate such
an as weekly, hourly, daily, monthly,
appreciation yearly and by the minute, extend and
for others by rule. [1.1.19, 1.2.33, 1.3.9, 1.3.10]
listening to
their point of
79

Students will:
view.
GEOMETRY
Solids
2.1.1 Develop spatial 2.2.1 Compare and 2.3.1 Demonstrate 1. Describe, name  Examine and describe the properties of
sense through classify solids creativity and compare the regular and irregular solids. [2.1.1,
explorations in according to their while properties of 2.1.2, 2.2.1, 2.3.1]
relation to solids. properties (cube, exploring solids including
cuboid, cylinder, solids. pyramids,  Compare and classify solids according
2.1.2 Investigate pyramid, cone prisms, to one or more common attributes
properties of and triangular- 2.3.2 Display cylinders, cones including students’ own criteria and
solids through based prism) and perseverance and spheres and explain reasons for classification.
exploration give reasons for in solving represent them [2.1.1, 2.1.2, 2.2.1, 2.3.1]
activities, classification. problems. in frames and
building of drawings.
 Differentiate between regular and
frames and 2.2.2 Differentiate irregular solids. [2.1.1, 2.1.2, 2.2.2,
drawing. between regular 2. Solve problems 2.3.1]
and irregular involving solids.
2.1.3 Solve problems solids.
 Build and describe frames of solids
involving solids. (cubes, cuboids, pyramids, triangular-
2.2.3 Construct frames based prism) focusing on the
of solids and properties of the solids constructed
draw/sketch
80

Students will:
solids to explore (e.g. edges, vertices). [2.1.1, 2.1.2,
the properties of 2.2.3, 2.3.1]
solids in terms of
faces, edges and  Draw or sketch solids and label to
vertices. show faces, edges and vertices. [2.1.1,
2.1.2, 2.2.3, 2.3.1]
2.2.4 Solve problems
involving solids.  Solve problems involving solids.
[2.1.3, 2.2.4, 2.3.2]
Plane Shapes
2.1.4 Develop spatial 2.2.5 Compare and 2.3.3 Display 3. Demonstrate an  Examine and describe the properties of
sense through classify plane confidence in understanding regular and irregular polygons. [2.1.4,
explorations in shapes according exploring of the properties 2.1.5, 2.2.5, 2.3.3]
relation to plane to their properties. plane shapes. of plane shapes.
shapes.  Compare and classify polygons
2.2.6 Differentiate 4. Solve problems according to one or more common
2.1.5 Investigate between regular involving plane attributes including students’ own
properties of and irregular shapes. criteria and explain reasons for
plane shapes. polygons classification. [2.1.4, 2.1.5, 2.2.5,
(triangles, 2.3.3]
2.1.6 Solve problems quadrilaterals,
81

Students will:
involving plane pentagons,  Differentiate between regular and
shapes. hexagons, irregular polygons (triangles,
octagons). quadrilaterals, pentagons, hexagons,
octagons). [2.1.4, 2.1.5, 2.2.6, 2.3.3]
2.2.7 Explore the
effects of  Investigate the effects of changing the
orientation orientation of a shape by first
change on plane measuring the shape and then
shapes. changing its orientation and then
measuring again. [2.1.4, 2.1.5, 2.2.7,
2.2.8 Solve problems 2.3.3]
involving plane
shapes.  Solve problems involving plane
shapes. [2.1.6, 2.2.8, 2.3.3]
Symmetry
2.1.7 Develop an 2.2.9 Classify shapes 2.3.4 Display 5. Demonstrate an  Determine whether or not plane shapes
understanding of into those that are curiosity while understanding are symmetrical by folding and
line symmetry. symmetrical and investigating of the concept superimposing (and/or by using a
those that are not. lines of of line Mira). [2.1.7, 2.2.9, 2.3.4]
2.1.8 Solve problems symmetry. symmetry.
involving line 2.2.10 Determine the  Investigate plane shapes, letters and
82

Students will:
symmetry. number of lines 6. Solve problems numerals to determine whether or not
of symmetry in involving line they are symmetrical and to determine
plane shapes – symmetry. the number of lines of symmetry.
regular, [2.1.7, 2.2.10, 2.3.4]
irregular and
curved, and in  Create symmetrical shapes. [2.1.8,
numerals and 2.2.11, 2.3.4]
letters.
 Complete a symmetrical shape given
2.2.11 Create half of the shape and a line of
symmetrical symmetry. [2.1.8, 2.2.11, 2.3.4]
shapes.
 Solve problems involving line
2.2.12 Solve problems symmetry. [2.1.8, 2.2.12, 2.3.4]
involving line
symmetry.
Language
2.1.9 Develop 2.2.13 Use appropriate 2.3.5 Communicate 7. Communicate  Use appropriate language associated
appropriate vocabulary in with effectively using with geometry, such as: regular,
vocabulary oral and written confidence vocabulary irregular, polygon, quadrilateral,
associated with communication. using language associated with pentagon, hexagon, octagon, line
geometry. related to geometry. symmetry and frame. [2.1.9, 2.2.13,
83

Students will:
geometry. 2.3.5, 2.3.6]
2.3.6 Demonstrate
an
appreciation
for others by
listening to
their point of
view.
MEASUREMENT
Linear
3.2.1. Explain the 3.3.1. Appreciate the 1. Apply  Explain the need for and the
3.1.1 Develop
suitability of the functional role measurement importance of a larger or longer
measurement
unit as it relates of the linear principles, standard unit of measure for length.
sense and apply
to the length to measures in including using [3.1.1, 3.2.1, 3.3.1]
appropriate
be measured. their everyday an instrument,
techniques when
estimation and
measuring, lives.  State the relationship between the
3.2.2. Convert units approximation
making kilometre and the metre. [3.1.3, 3.2.2,
and sub-units of to solve a wide
comparisons and 3.3.2. Demonstrate 3.3.1]
measures of variety of
estimates. confidence in
practical
their abilities to  Convert kilometres to metres and vice
84

Students will:
3.1.2 Understand that length. estimate and problems. versa. [3.1.3, 3.2.2, 3.3.1, 3.3.2]
measures can be measure and in
quantified using 3.2.3. Approximate solving 2. Develop a  Convert metres to centimetres and vice
standard units lengths to the problems conceptual versa. [3.1.3, 3.2.2, 3.3.1, 3.3.2]
(kilometres, nearest metre related to linear understanding
metres and measure.
and distances to of perimeter.  Select and use the most appropriate
centimetres). the nearest standard unit for measuring various
kilometre. 3. Solve problem lengths/distances. [3.1.1, 3.1.2, 3.2.1,
3.1.3 Understand the involving linear 3.3.1, 3.3.2]
relationship 3.2.4. Estimate lengths measure.
between units of in centimetres  Approximate distances to the nearest
measure (km and and metres and kilometre or metre. [3.1.1, 3.2.3, 3.3.1]
m; m and cm) verify results and
determine
 Estimate lengths in centimetres and
3.1.4 Develop concept reasonableness
metres and verify lengths by
of perimeter of estimates.
measuring. [3.1.1, 3.1.2, 3.2.4, 3.3.1,
using regular and
3.3.2]
irregular shapes. 3.2.5. Solve
computational
 Explain the reasonableness of
3.1.5 Solve problems problems and
estimations. [3.1.1, 3.2.4, 3.3.2]
involving real-life problem
measures. involving length.
 Solve computational problems
involving the metre and the centimetre
3.2.6. Differentiate
85

Students will:
between area and by using the relationship between them.
perimeter. [3.1.3, 3.1.5, 3.2.5, 3.3.2]
3.2.7. Measure and  Solve real-life problems involving

calculate the length, number and money. [3.1.5,
perimeter of 3.2.5, 3.3.2]
regular and
irregular shapes  Investigate the distance around shapes
and compare and to determine the perimeter of shapes.
order. [3.1.4, 3.2.6, 3.3.1]
3.2.8. Solve problems  Explain the difference between area

involving and perimeter. [3.1.4, 3.2.6, 3.3.1]
perimeter.
 Measure the perimeter of shapes using
standard units. [3.1.4, 3.2.7, 3.3.1]
 Count and record the number of units

used to measure the perimeter of a
shape. [3.1.4, 3.2.7, 3.3.1]
 Compare and order the perimeter of

two or more shapes and explain reasons
86

Students will:
using appropriate language. [3.1.4,
3.2.7, 3.3.1]
 Calculate the perimeter of regular and

irregular plane shapes. [3.1.5, 3.2.8,
3.3.2]
 Solve problems involving perimeter.

[3.1.5, 3.2.8, 3.3.2]
Mass/Weight
3.1.6 Develop 3.2.9. Identify grams as 3.3.3. Demonstrate the 4. Demonstrate  Recognize the need for a unit smaller
measurement a standard unit need for appropriate
than the kilogram to measure
sense and apply for measuring accuracy and techniques
mass/weight. [3.1.6, 3.1.7, 3.2.9, 3.3.3]
appropriate mass/weight and precision with when
techniques when measure respect to measuring,
 Measure the mass/weight of objects in
measuring, mass/weight of measure. estimating, and
grams. [3.1.6, 3.1.7, 3.2.9, 3.3.3]
making objects in grams. quantifying
comparisons and 3.3.4. Develop a sense mass/weight.
estimates. of inventiveness  Measure and compare the
3.2.10. Compare,
and 5. Solve problems masses/weights of objects in kilograms
measure and
collaboration in involving and grams using a set of scales. [3.1.6,
3.1.7 Understand that estimate
87

Students will:
measures can be mass/weight in solving real-life measures of 3.1.7, 3.2.9, 3.2.10, 3.3.3]
quantified using kilograms and problems in mass/weight.
standard units. grams and relation to  Recognize that 1 000 grams is equal to
determine the measures. one kilogram. [3.1.8, 3.2.11, 3.3.3]
3.1.8 Understand the reasonableness
of answers or
relationship  Estimate the mass/weight of objects,
between units of estimates. verify their mass/weight by measuring
measure (kg and and determine reasonableness of
g). 3.2.11. State the estimate. [3.1.6, 3.1.7, 3.2.10, 3.3.3]
relationship
3.1.9 Solve problems between the
 Convert units of measure (grams to
involving kilogram and
kilograms, kilograms to grams). [3.1.8,
mass/weight. gram and select
3.2.11, 3.3.3]
and use the
most
 Interpret statements, and discuss the
appropriate
use of grams and kilograms, on
standard unit for
commercial packaging. [3.1.8, 3.2.11,
measuring
3.3.3]
mass/weight.
3.2.12. Solve problems  Solve real-life problems involving

involving the mass/weight, number and money.
measure of [3.1.9, 3.2.12, 3.3.4]
88

Students will:
mass/weight.
Time
 Tell time in five minute intervals using

3.1.10 Develop 3.2.13. Read and tell 3.3.5. Appreciate the 6. Apply
the digital and analog clocks. [3.1.10,
measurement time in five functional role measurement
3.2.13, 3.3.5, 3.3.6]
sense and apply minute intervals of the principles,
appropriate on analog and measurement of including using
 Match times shown on digital and
techniques digital clocks. time in their an instrument,
analog clocks and record the time.
when measuring everyday lives. to solve a wide
[3.1.10, 3.2.13, 3.3.5]
using 3.2.14. Recognize and variety of
instruments. use a.m. and 3.3.6. Demonstrate problems.
confidence in  State the time after given intervals on
p.m. in
ones abilities to 7. Read, interpret analog and digital clocks. [3.1.10,
3.1.11 Read, interpret communication
estimate and and record 3.2.13, 3.3.5]
and record of information
calendar dates on time. measure time. calendar dates
in a variety of in a variety of  Read and record time using the a.m.
formats. formats. and p.m. notation and justify the need
3.2.15. Tell time using
for such records. [3.1.10, 3.2.14, 3.3.5]
a 24 hour clock.
involving time. 3.2.16. Compare the  Read times from a 24 hour clock and
duration of match to the analog and digital times.
89

Students will:
various events. [3.1.10, 3.2.15, 3.3.5]
3.2.17. Read, interpret  Compare the duration of a variety of

and record events by noting the starting and
calendar dates ending times and calculating the
in a variety of difference. [3.1.10, 3.2.16, 3.3.5]
formats.
 Use the calendar to identify and read
3.2.18. Solve real-life dates. [3.1.11, 3.2.17, 3.3.5]
problems
involving the  Write, read and interpret dates in a
measure of variety of formats, e.g. yyyy/mm/dd,
time. dd/mm/yyyy, March 21, 2006,
dd/mm/yy. [3.1.11, 3.2.17, 3.3.5]
 Solve problems involving time. [3.1.12,

3.2.18, 3.3.6]
Capacity
3.1.13 Develop 3.2.19. Explain the 3.3.7. Appreciate the 8. Demonstrate  Explain the need for and the
measurement need for and the functional role appropriate importance of a smaller standard unit
importance of a techniques
90

Students will:
sense and apply smaller standard of the when measuring of measure for capacity. [3.1.13,
appropriate unit of measure measurement of capacity. 3.1.14, 3.2.19, 3.3.7]
techniques for capacity. capacity in their
when everyday lives. 9. Solve problems  Measure the capacity of containers
measuring, 3.2.20. Measure involving using sub-units and multiple units of
approximating, capacity using 3.3.8. Demonstrate measures of the litre and justify choice of unit.
estimating and standard units confidence in capacity. [3.1.13, 3.1.14, 3.2.20, 3.3.7]
verifying (litres, sub-units solving
capacity. (millilitres (ml), problems  Measure the capacity of containers
½ litre and ¼ related to the using the litre and the millilitre.
3.1.14 Understand that litre) and measurement of [3.1.13, 3.1.14, 3.2.20, 3.3.7]
measures can be multiple units capacity.
quantified using (e.g. 3 litres).
 Estimate the capacity of containers in
standard units.
litre and millilitre, verify by measuring
3.2.21. Estimate and determine reasonableness of
3.1.15 Understand the capacity and estimate. [3.1.14, 3.2.21, 3.3.7]
relationship determine the
between units reasonableness
 State the relationship between the litre
of measure. of the answers
and millilitre and convert from one to
or estimation.
the other. [3.1.15, 3.2.22, 3.3.7]
involving 3.2.22. Establish the
 Approximate measure of capacity to
capacity. relationship
between the litre
91

Students will:
and millilitre. the nearest litre. [3.1.14, 3.2.23, 3.3.7]
3.2.23. Approximate  Solve problems involving capacity,

measures to the number and money. [3.1.16, 3.2.24,
nearest litre. 3.3.8]
3.2.24. Solve real-life

problems
involving the
measure of
capacity.
Area
3.1.17 Understand that 3.2.25. Explain the 10. Demonstrate

3.3.9. Appreciate  Explain the need for and the
measures can be need for and the an
measures in importance of a standard unit of
quantified using importance of a understanding
everyday use. measure for area. [3.1.17, 3.2.25, 3.3.9]
standard units. standard unit of of measures of
measure for area.
3.3.10. Display a sense  Measure area using standard units
3.1.18 Develop area.
of (cm2, m2) and record measure. [3.1.17,
measurement 11. Solve
inventiveness 3.2.26, 3.3.9, 3.3.10]
sense and apply 3.2.26. Select and use in selecting problems
appropriate the most involving
standard units
92

Students will:
techniques appropriate when measures of  Compare and order area of surfaces and
when standard unit for measuring area. explain reasoning using appropriate
measuring, measuring area area. vocabulary. [3.1.18, 3.2.27, 3.3.11]
making (square
comparisons, centimetre - 3.3.11. Demonstrate  Approximate the area of surfaces to the
2
approximating cm , square confidence in nearest square metre or square
2
and estimating. metre - m ) for their abilities to centimetre. [3.1.18, 3.2.27, 3.3.10]
small and large calculate and
3.1.19 Demonstrate an surfaces. compare area.  Select the appropriate unit of measure
understanding when measuring surfaces of varying
about the 3.2.27. Develop skills sizes and explain the suitability of the
conservation of in the unit. [3.1.18, 3.2.26, 3.3.10]
area. comparison of
area and
 Calculate area of shapes drawn on a
3.1.20 Solve problems approximation
cm2 grid. [3.1.20, 3.2.28, 3.3.11]
involving area. of area to the
nearest square
metre (m2) and  Draw different shapes on grids that
square have the same area. [3.1.20, 3.2.28,
centimetre 3.3.11]
(cm2).
 Explore activities associated with
3.2.28. Calculate area conservation of area and state
of plane shapes findings/generalizations. [3.1.19,
93

Students will:
on a grid with 3.2.29, 3.3.11]
unit squares.
 Solve problems involving area, number
3.2.29. Explore the and money. [3.1.20, 3.2.30, 3.3.11]
conservation of
area.
3.2.30. Solve problems

involving area.
Language
 Use appropriate language associated

3.2.31. Use appropriate 3.3.12. Communicate 12. Communicate
3.1.21 Develop with measurement, such as: kilometre
vocabulary in with effectively
appropriate (km), perimeter, square metre/s (m2),
oral and written confidence using
vocabulary square centimetre/s (cm2), millilitre
communication. using language vocabulary
associated with (ml), distance around, calculate,
related to associated with
measurement. reasonable answer, solve problems,
measurement. measurement.
approximation, width, breadth, a.m.
and p.m. notation. [3.1.21, 3.2.31,
3.3.13. Demonstrate 3.3.12, 3.3.13]
an appreciation
for others by
listening to
94

Students will:
their point of
view.
STATISTICS
Tally Charts and Bar
Graphs
4.1.1.Use statistical 1. Demonstrate the TALLY CHARTS

4.2.1. Formulate a 4.3.1. Demonstrate
techniques to ability to
problem situation. awareness that
investigate real-
numerical data formulate a  Formulate a problem to be investigated
life problems. problem, collect,
can be e.g. A school plans to purchase
4.2.2. Collect data
communicated organize, equipment for various sports. What
4.1.2.Demonstrate the (using
visually. represent and type of equipment should be
ability to collect, observation and
interpret data on purchased? What amount of material
classify, frequency counts)
4.3.2. Demonstrate a tally charts and should be purchased? [4.1.1, 4.2.1]
organize and and classify data
willingness to bar graphs (using
represent data. through
different scale
investigation of a predict  Collect and classify data to make
outcomes factors) to make
problem/question decisions based on a real-life situation
4.1.3.Demonstrate an based on the sound decisions or problem. [4.1.1, 4.1.2, 4.2.2, 4.3.3]
based on a real-
understanding interpretation and solve
life situation.
about the of data. problems.
 Identify the features of tally charts.
features of
graphs and 4.2.3. Identify
4.3.3. Display 2. Demonstrate an
characteristics of
95

Students will:
charts. tally charts and objectivity in understanding [4.1.3, 4.2.3, 4.3.1]
bar graphs. collecting data about the
4.1.4.Make decisions so as to features of  State the advantages of recording data
based on 4.2.4. Choose an eliminate bias graphs and using tally marks. [4.1.3, 4.2.3, 4.3.1]
analysis or appropriate scale when making charts.
decisions.
interpretation of factor in the  Construct, interpret and make decisions
data. construction of 3. Demonstrate an based on information on tally charts.
the bar graph. understanding of [4.1.2, 4.1.4, 4.2.6, 4.2.7, 4.3.2]
4.1.5.Demonstrate the the methods used
ability to present 4.2.5. Construct tally to address the BAR GRAPHS
findings orally or charts and bar problem.
in writing. graphs using
 Determine the features of bar graphs
appropriate
either through transformation of a
4.1.6.Demonstrate an symbolic
block graph to a bar graph or by
understanding of representations.
identifying features from presented
the methods used (and interpreted) bar graphs. [4.1.3,
to address the 4.2.6. Interpret data 4.1.7, 4.2.3, 4.3.1]
problem. from tally charts
and bar graphs
 Use the frequency counts from tally
4.1.7.Make based on a real-
charts to determine the appropriate
comparisons of life problem or
scale factor to be used in the
the bar graphs situation.
construction of bar graphs and justify
with block choice of scale factor. [4.1.3, 4.2.4]
4.2.7. Make informed
96

Students will:
graphs. decisions on data  Calculate the amounts to be represented
analysed. on the bar graph using the scale factor.
[4.1.3, 4.2.4]
4.2.8. Justify decisions
made using data  Construct bar graphs (vertical or
collected in horizontal arrangements) on grid paper
writing and/or based on information collected and
oral using different scale factors (scale
presentations. factor 1: 1, 2, 5 and 10). [4.1.2, 4.1.3,
4.2.4, 4.2.5, 4.3.1]
4.2.9. Compare and
contrast block  Label axes and name the graph. [4.1.3,
graphs and bar 4.2.3, 4.2.5]
graphs.
 Interpret and analyse the data so as to
make decisions about a real-life
situation or problem. [4.1.4, 4.2.6,
4.2.7, 4.3.1, 4.3.2]
 Participate in decision-making to solve

problems. [4.1.4, 4.2.7, 4.2.8, 4.3.3]
 Communicate findings and justify

decisions made using appropriate
97

Students will:
vocabulary (orally or in writing).
[4.1.5, 4.2.8, 4.3.3]
 Describe the method used to solve the

problem or address the situation. [4.1.6,
4.2.8, 4.2.9, 4.3.3]
 Discuss the appropriateness of the type

of graph used by comparing and
contrasting it with a block graph.
[4.1.7, 4.2.9, 4.3.3]
(Depending on the experiences of

students, teachers may decide to start
with the interpretation of presented
graphs, which can then be used to
identify the characteristics of graphs.
Graphs can then be appropriately
constructed. Graphs can also be
transformed from one form to another
and this idea can be used to initiate
interpretation of the same data using
different representations).
98

Students will:
Language
4.1.8. Develop 4.2.10. Use appropriate 4.3.4. Communicate 4. Communicate  Use appropriate language associated
appropriate vocabulary in with effectively using with statistics, such as: bar, most
vocabulary oral and written confidence vocabulary frequent and survey. [4.1.8, 4.2.10,
associated with communication. using language associated with 4.3.4, 4.3.5]
statistics. related to statistics.
statistics.
4.3.5. Demonstrate
an appreciation
for others by
listening to
their point of
view.
99
Physical Education
Standard 3
Rationale
What Is Physical Education About?
Children spend increasing time watching television, gaming and The role of Physical Education is not only to enhance children’s
completing a wide variety of computer tasks. Moreover, the fast food physical fitness, but to teach children a variety of motor skills,
culture and the snack food industries continue to infiltrate schools and knowledge and other competencies that will provide the foundation for
homes. The result will almost certainly be a nation of increasingly development of an active lifestyle.
sedentary students with low fitness levels.
Why Study In This Learning Area?

Through learning and by accepting challenges in health-related and responsibility for themselves and contribute to the well-being of those
movement contexts, students reflect on the nature of well-being and around them, of their communities, of their environments (including
how to promote it. As they develop resilience and a sense of personal natural environments), and of the wider society.
and social responsibility, they are increasingly able to take
How Is The Learning Area Structured?

The learning activities in health and physical education arise from the  Movement concepts and motor skills: Students develop
following three strands: motor skills, knowledge of movement, and positive attitudes
 Personal health and physical development: Students develop towards physical activity
the knowledge, understandings, and attitudes that they need in as their competencies increase. By learning in, through, and about
order to maintain and enhance their personal health, well- movement, students become aware that movement is fundamental to
being, and physical development. human expression.
101
 Relationships with other people: Students develop attitudes
that enhance their interactions with others through participation
in activities that promote fair play, turn-taking and the willing
observance of rules and protocols.
Note: Physical Education moves children out of the classroom often - any
field trips, sporting events, or outdoor education programmes must follow
safe practice and meet legal requirements.
99
PHYSICAL EDUCATION: STANDARD 3
CONTENTS SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
Movement Skills And Concepts
1.1.1 Select similar movement 1.2.1 Execute 1.3.1 Appreciate and 1. Apply  Create and execute at
fundamental least 4/5 movements in a
concepts in a variety of skills. movements using enjoy the aesthetic
movement skills sequence individually,
shapes, balance and and creative
using a variety of using shapes, balances
weight qualities of
movement and weight transference.
transference. movement.
concepts and (1.2.1)
sequences.
Gymnastic Skills
2.1.1 Explain Side-Scale, handstand 2.2.1 Demonstrate 2.3.1 Appreciate and 2. Perform  Execute side-scale with
Side- Scale, gymnastic skills correct posture and
and forward roll. enjoy the aesthetic
handstand, with an increased balance. (2.2.1)
and creative
forward roll. level of control.
qualities of  Demonstrate handstand
movement. with legs, arms and body
almost vertical (2.2.1)
 Execute forward roll
from a hand stand into a
forward roll. (2.2.1)
Specialised Skills- Locomotor &

Manipulative Demonstrate:-
3.1.1 Explain basic technique in 3.2.1 Execute running, 3. Apply learned  Running technique in –
throwing, 3.3.1 Participate Locomotor and
100
Students will:
running, throwing, catching, catching jumping, willingly in Manipulative track & field- starts.
jumping, and striking in various and striking physical activities. skills in
 Basic throwing
disciplines. activities for the introductory phase
3.3.2 Follow instructions technique in - track &
various of Lead-up
when engaging in field, netball & cricket.
disciplines. Games.
physical activity.
 Basic catching technique
3.2.2 Practise using 3.3.3 Develop an in - netball & cricket.
equipment and acceptance of
facilities  Basic jumping technique
individual
appropriately. in - track & field &
differences.
netball.
3.2.3 Demonstrate 3.3.4 Build helping
basic technique in  Basic striking technique
relationship with
throwing, in - cricket (with a bat)
peers.
catching, striking & football (with the
with increased feet). (3.2.1, 3.2.3, 3.2.4)
level of
difficulty.  Correct technique when
using equipment and
3.2.4 Apply skills in proper use of
lead-up and facilities.(3.2.2)
modified game
situations.
Healthy Habits
4.1.1 Describe health benefits that 4.2.1 Practise drinking 4.3.1 Foster positive 4. Employ healthy  Practise personal
water and eating habits as part of hygiene (using rag, soap,
result from regular and team spirit,
101
Students will:
appropriate participation in healthy foods- sportsmanship and their daily life deodorant.) (4.2.2,4.2.3)
physical activity. fruits and competition. style
 Monitor water intake in
vegetables.
4.1.2 Monitor the intake of water, 4.3.2 Develop healthy 5. Work pairs (journals -
fruits and vegetables. 4.2.2 Practise washing habits and cooperatively with observing and recording.
hand and face practices in their partners or in (4.2.1)
4.1.3 Wash hands and face after
after physical daily lifestyle.
physical activity. small groups to  Monitor and record daily
activity. complete assigned
4.1.4 Explain personal hygiene. intake of fruits and
4.2.3 Practise personal tasks. vegetables. (4.2.1)
hygiene.
 Wash hands and face
after physical activity.
(4.2.2)
 Share in team work
towards a common goal.
(4.3.1)
 Assume leadership roles
and responsibility.
(4.3.1)
Safe Practices
5.1.1 Recognise that specific attire is 5.2 1 Use suitable attire 5.3 1 Be suitably attired 6. Conform to rules  Wear appropriate attire
that promote suitable for physical
required for Physical Education for Physical for Physical
safety and activities- loose fitting,
102
Students will:
Classes. Education Classes. Education Classes. suitability of attire soft and comfortable.
while
participating in
physical activities.
103
Science
Standard 3
Rationale
What Is Science About?
Science is a distinct form of human activity, which involves a makes science a valuable knowledge system. The Science curriculum
dynamic way of exploring ourselves, the world in which we live, and is driven by creative energies and a spirit of enquiry. Through
beyond. Scientific progress comes from rational, systematic work and problem-based approaches, students construct their understanding of
from creative insights, built on a foundation of respect for evidence. science by taking an active role in learning and applying them to real
Scientific knowledge is not fixed and it is this on-going quest that world situations.
Why Study Science
Science engages students in making informed decisions,

developing creative solutions, and exploring innovative alternatives.
Students gather evidence to inform next steps, communicate
understandings from information analysed, as well as develop novel
and/or feasible strategies, tools, and products. They also develop
appropriate personal qualities and attitudes for successfully negotiating
a variety of situations in our dynamic and technological society. Many
of the major challenges and opportunities that confront our world can
be approached from a scientific perspective, tempered by social and
ethical considerations.
105
How Is Science Teaching Structured?
This approach to the teaching of Science will shape students’ Students relate the usability of everyday structures and
understanding of their world, and reinforce the importance of scientists mechanisms to the properties or features that inform their
to the development of society. These outcomes are realised through an design and construction.
emphasis on the following: 3. Systems and Interactions among them:
Skills: The connections that exist among components of the various
1. Planning and designing: Identifying the problem, systems of living and non-living things are explored. Students
hypothesising, selecting a workable method, and evaluating develop a greater understanding of the environment as they
products or solutions. evaluate the effectiveness of the systems studied.
2. Conducting experiments: Observing, measuring, and 4. Conservation and sustainability of natural resources:
classifying. Students consider the impact of human actions in order to
3. Communicating: Presenting findings, interpreting data, appreciate the delicate balance that exists between human
making inferences, and drawing conclusions. needs and those of the environment.
Concepts:
1. Individuals and groups:
Students engage in grouping things to appreciate their unique
characteristics as well as variations that may exist among them.
2. Forms and functions of structures and mechanisms:
106
SCIENCE:STANDARD 3
Students will:
Individuals and Groups:
1.1.1 Discriminate among the 1.2.1 Draw annotated 1.3.1 Be objective when 1. Understand that some  Explain the stages of the
stages in the life cycle diagrams of the representing animals go through metamorphosis process.
of animals showing stages in the life scientific different stages in o egg
complete cycle of animals. information as a growth. o larvae
metamorphosis. drawing. o pupa and
o adult
(1.1.1,1.3.1)
 Classify common animals as

those that undergo complete
metamorphosis.
o mosquito
o house fly
o butterfly and
o frog.
(1.1.1,1.2.1,1.3.1)
 Draw and label diagrams to

illustrate life cycles of named
organisms. Diagrams should:
o be clear and clean;
o contain smooth lines;
107
SCIENCE:STANDARD 3
Students will:
o be large (> half page);
o be properly labelled
and
o contain appropriate
titles.
(1.1.1, 1.2.1, 1.3.1)
2.1.1 Examine distinguishing 2.2.1. Illustrate 2. Recognize that  Differentiate among some of
features in animals and distinguishing variation within a the distinguishing features of
plants that allow for features species exists as a animals and the uses of such
variation and through result of adaptation. features as:
adaptation. scientific o limbs;
drawings. o head and ears;
o eyes (predator, prey);
o camouflage;
o fins and gills; and
o external covering.
(2.1.1, 2.2.2)
 Differentiate among some of

the distinguishing features of
plants e.g.
o leaves – size, shape
(including cacti)
108
SCIENCE:STANDARD 3
Students will:
o external covering
(bark, leaf, flower
colour).
(2.1.1,2.2.1)
Form and Function:
3.1.1 Investigate the 3.2.1 Measure 2.3.1 Be efficient when 3. Understand that the  Design and conduct
separation of soluble temperature using materials to solute and solvent can experiments to separate
solids from solutions. using a avoid wastage. be separated from solutions of
thermometer. solutions. o Salt/sugar and water.
(3.1.1,3.2.2,2.3.1)
3.2.2 Manipulate
variables to  Explain that temperature and
identify the surface area facilitate the
factors that affect separation of mixtures.
the separation of
soluble solids  Manipulate, use and label the
from solutions. parts of a thermometer.
(3.2.1)
3.2.3 Make inferences
from data
109
SCIENCE:STANDARD 3
Students will:
recorded.
4.1.1 Examine the external 4.2.1 Draw external 3.3.1 Be careful when 4. Differentiate amongst  Draw and label the external
parts of the flower. flower parts and handling delicate the external parts of the parts of the flower showing:
label each clearly. materials and flower. o Petals, Sepals
fragile equipment. o Anther, Filaments
(parts of the stamen)
o Style, Stigma (parts
of the pistil).
(4.1.1,4.2.1,3.3.1)
Systems and Interaction:
5.1.1 Justify the need to 5.2.1 Construct an 4.3.1 Be aware of their 5. Understand the delicate  Differentiate amongst aquatic
protect aquatic habitats argument in responsibility to nature of aquatic habitats as:
including wetlands. support of preserve wetlands. habitats. O rivers,
initiatives to O ponds,
protect wetlands. O swamps, and
O marine environments.
(5.1.1,4.3.1)
 Explain how natural factors
110
SCIENCE:STANDARD 3
Students will:
affect aquatic environments.
O climate and weather
O temperature change
O drought and flooding
O overpopulation
O predator/prey
relationship
O food supply.
(5.1.1,5.2.1,4.3.1)
 How human activities affect

aquatic environments.
O pollution
O over exploitation,
indiscriminate use of
resources
O introduction of non-
native species.
(5.1.1,5.2.1,4.3.1)
 Construct food webs to

illustrate the feeding
relationships among common
animals in
111
SCIENCE:STANDARD 3
Students will:
O terrestrial habitats and
O aquatic habitats.
(6.1.1, 6.2.1)
6.1.1 Justify that 6.2.1 Construct  Predict the impact of:

interdependency exists information 6. Understand that O introduction of non-
among plants and animals. about food webs interdependency exists native species
using graphic among plants and O loss of native species.
representation. animals. (6.1.1, 6.2.2)
6.2.2 Predict the

impact of the
introduction of
non-native or
loss of native
species.
Conservation and
Sustainability:
7.1.1 Examine the uses of 7.2.1 Construct an 5.3.1 Share their views 7. Appreciate solar energy  Differentiate between
solar energy as an operational CONFIDENTLY as an alternative to fossil alternative forms of energy
alternative to fossil definition of via multiple fuels. and fossil fuels.
fuels. alternative methods. (7.1.1,7.2.1,5.3.1)
energy based on
112
SCIENCE:STANDARD 3
Students will:
observations.  Explain some ways that solar
energy can be used.
(7.1.1,7.2.1,5.3.1)
 Explain the benefits of solar

energy as being:
o clean,
o renewable and
o readily available due
to our tropical
location.
(7.1.1,7.2.1,5.3.1)
8.1.1 Evaluate the effects of 8.2.1 Present 8. Evaluate the effects of  Differentiate among land, air
pollution: arguments against pollution: and water pollution.
 on land, pollution.  on land, (8.1.1)
 in air, and  in air, and
 in water.  in water.  Discuss the effects of
pollution on land, air and
water.
(8.1.1, 8.2.1)
 Discuss simple strategies for

reducing pollution. (8.1.1)
113
SCIENCE:STANDARD 3
Students will:
 Justify why pollution must be

reduced.
(8.1.1, 8.2.1)
114
Social Studies
Standard 3
115
Rationale
What Is Social Studies?
Social Studies is the systematic study of an integrated body of content emphasises the skills and processes involved in social interactions,
drawn from core disciplines such as History, Geography, which, along with the prescribed settings and perspectives, will help
Anthropology, Economics and Political Science. It infuses experiences students to become informed, confident, and effective citizens of
of each individual to form a body of knowledge that facilitates growth Trinidad and Tobago.
and development within a structured society. Social Studies
Why Study Social Studies?
As we witness rapid advancements and changes in technology and understand and appreciate the present so as to significantly impact the
communication, children are submerged more into the virtual rather future. Understanding other cultures makes us prepared to examine
than the real world. This complexity creates an increased need to and celebrate our own.
master essential skills (such as communication, critical thinking,
problem solving etc.) to enable them to better understand, participate The Social Studies learning plan assists students in developing a
in, and contribute to the local, national and global communities in broader sense of their place in the local, regional and international
which they live and work. communities. This sense of belonging will help them establish relevant
values and personal characteristics that can contribute to the
The teaching of Social Studies performs an essential role in the development of caring and responsible citizens in all phases and facets
nurturing of young minds to function competently and effectively in of their lives.
today’s complex society. Understanding the past makes children better
116
How Is Social Studies Structured?
Students explore the unique culture of the Trinidad and Tobago’s The achievement outcomes can be developed through a range of
society that is derived from the experiences of local, regional and approaches. The use of these approaches enable students to:
international relations. They learn about people, places, cultures,
histories, and the economic world, within and beyond Trinidad and  ask questions, gather information and background ideas,
Tobago. Students also develop understandings about how societies are and examine relevant current issues
organized and how they function. Students are given learning  explore and analyse people’s values and perspectives
experiences to understand that the ways in which people and  consider the ways in which people make decisions
communities respond are shaped by different perspectives, values, and  understand why some people participate in social actions
viewpoints. As they explore how others see themselves, students  reflect on and evaluate the understandings they have
clarify their own identities in relation to their particular heritages and developed.
contexts.
The teaching of Social Studies performs an essential role in the
The Social Studies content was developed from the following nurturing of young minds to function competently, effectively and
foundational strands: efficiently in today’s modern society.
 Personal and Social Development

 Our Heritage
 Our Environment
 Organisations
 Change
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SOCIAL STUDIES: STANDARD 3
Students will:
Oceans That Link And Divide Us
1.1.1 Examine the location of
Trinidad and Tobago in relation to 1.2.1 Map the 1.3.1 Recognize our 1. Recognise the  Describe the location of Trinidad
the Caribbean territories – closest to, location of the Caribbean neighbours. location of and Tobago in relation to four
different Caribbean territories.
farthest from, directions, geographic Caribbean territories Trinidad and
[1.1.1, 1.2.1, 1.3.1]
divisions and surrounding Tobago in  Locate two Caribbean countries
 Greater Antilles water bodies. relation to in the various geographic
 Lesser Antilles Caribbean divisions. [1.1.1, 1.2.1]
 Windward and Leeward territories.

Islands
 South and Central America
territories 2. Develop an
 Name and locate on a map three
1.3.2 Develop an understanding of water bodies which surround the
1.1.2 Name the water bodies which appreciation for the the importance of Caribbean region. [1.1.2,1.2.1]
surround the Caribbean Region. resources of the the surrounding

surrounding seas and water bodies to the
 Explain in three ways the
oceans. people of the
importance of the surrounding
Caribbean. water bodies to the people of the
118
Students will:
1.2.2 Critically 1.3.3 Develop Caribbean. [1.2.2, 1.1.3]
1.1.3 Explain the importance of the analyse the benefits awareness for  Write in six to seven sentences
surrounding water bodies to the people of the surrounding conservation of the two ways that the ocean bounty
can be conserved. [1.3.1, 1.3.2,
of the Caribbean: water bodies. ocean bounty.
1.3.3]
 recreation
 employment  Create posters showing the
effects of human activity on the
 trade
marine biodiversity of the
1.2.3 Gather 1.3.4 Cultivate a desire Caribbean Sea. [1.1.4, 1.2.3,
1.1.4 Identify how actions and information through for a harmonious 1.3.3, 1.3.4]
attitudes of man affect marine research from relationship between
biodiversity in the Caribbean Sea: various sources on the environment and
 fishing how human activity personal health.
 sewage disposal can affect marine
 factories/ business biodiversity.
 garbage disposal
119
Students will:
Different But The Same  Explain why any two ethnic

2.1.1 Examine the history of Trinidad 2.2.1 Locate on a 2.3.1 Develop respect 3. Understand why groups came to Trinidad and
and Tobago: map the places from and appreciation for the various ethnic Tobago. [2.1.1]
 from where the different ethnic which the various our heritage. groups came to  Write the names of places
groups came ethnic groups came. Trinidad and where any two ethnic groups
 why the different ethnic groups Tobago and know settled. [2.1.1]
came? 2.2.2 Locate on a where they settled.
 where the various ethnic map the places where
groups settled? the various ethnic
groups settled.
2.2.3 Use a graphic
120
Students will:
organiser to show the 2.3.2 Value the 4. Know the  Show with pictures/ realia and
2.1.2 Recognize the contributions of contributions of our preservation of our contributions made explain orally or in seven or
our ancestors to our society: ancestors. cultural heritage. by our ancestors. eight written sentences
 food contributions made by our
 religion ancestors to our society. [2.1.2]
 dress  State two contributions made
 music and dance by any one of our ancestral
 art/ craft group:
 social structure - Spanish
 language - French
 artefacts - British
- Africans
 historical sites
- East Indians
 folklore ( beliefs and
- Chinese
practices)
- Mid- Easterners [2.1.2]
 political influences
 education
 place names etc.
 Recognize any form of our
121
Students will:
2.2.4 Gather ancestral heritage when shown
information from in a picture. [2.1.1,2.2.4]
primary sources (e.g.
interviews, field
visit) and secondary
sources.  Give two reasons why
2.2.5 Design simple 5. Understand and preservation of our nation’s
questions for 2.3.3 Appreciate the value the cultural heritage is important.
2.1.3 Examine the fusion of cultural interview. inputs of the various fusion that creates [2.3.1, 2.3.2]
interactions to create new cultural ethnic groups in the unique cultural  State three or four examples of
forms which are present and unique to creation of a unique forms within our our cultural fusion (music,
Trinidad and Tobago. culture. multicultural food and dance) that represent
2.2.6 Decide society. a combination of two or more
appropriate method 2.3.4 Appreciate cultural origins. [2.1.3].
of reporting. national unity in our
multicultural society.  Explain in a paragraph two
. benefits of bringing together
2.2.7 Analyse 6.Know that cultural
122
Students will:
reasons for the cultural forms: forms.[2.1.3,2.2.7,2.3.3,2.3.4]
emergence of unique a. have an impact
cultural forms. on individuals.
b. evolve over time.  Create a scrapbook which
shows the evolution of one of
2.2.8 Gather the cultural forms that is
information from 2.3.5 Appreciate the unique to Trinidad and
primary sources contribution of their Tobago. [2.1.3, 2.2.7, 2.3. 3,
(e.g. interviews ) and ancestors in shaping 2.3.4, 2.3.5].
secondary sources. the society of today.
 Create a graphic organiser to

demonstrate the linkages
2.2.9 Classify
among the Caribbean
information 2.3.6 Develop social 7. Know the
countries.
consciousness. threads that link
123
Students will:
2.1.4 Examine common threads which Trinidad and [2.1.4,2.2.8,2.2.9]
shape us as Caribbean people: 2.3.7 Appreciate the Tobago to the
- Common History benefits of having Caribbean.
 slavery and indentureship Caribbean neighbours.
 agriculturally based
economy
 Crown Colony
- sports
- music
- disaster management
In An Interdependent World
3.1.1 Differentiate between 3.2 Assess the impact 3.3 Appreciate the 8. Develop an  State in four to five lines the
immigration and emigration. of human migration contribution of understanding of difference between immigration
during the last 50 immigrants and the effects of and emigration. [3.1.1]
124
Students will:
years on the social migrants to the social migration and  Explain three ways human
and cultural life of and cultural life of immigration on the migration during the last 50 years
3.1.2 Explain why people have
Trinidad and Trinidad and Tobago. social and cultural has influenced their society. [3.1.2,
migrated into and out of Trinidad and
Tobago. life of Trinidad and 3.2, 3.3]
Tobago during the last 50 years.
Tobago.
125
Spanish
Standard 3
Rationale
What is Learning Languages About?
Languages are inseparably linked to the social and cultural contexts in language has its own ways of expressing meanings; each has intrinsic
which they are used. Languages and cultures play a key role in value and special significance for its users.
developing our personal, group, national, and human identities. Every
Why Study Another Language?
Languages link people locally and globally. They are spoken in Through such interaction, students acquire knowledge, skills, and
the community, used internationally, and play a role in shaping the attitudes that equip them for living in a world of diverse peoples,
world. Oral, written, and visual forms of language link us to the past languages, and cultures. It increases their understanding of their own
and give us access to new and different streams of thought and to language(s) and culture(s).
beliefs and cultural practices. It is imperative that the child of the 21st. century be equipped
In addition to being one of the most sought after skills of the with the skills necessary to function in a global environment; one such
21st century, by learning an additional language and its related skill is the ability to communicate in more than one language. Spanish,
culture(s), students come to appreciate that languages and cultures are therefore, earns its place in the national curriculum of Trinidad and
closely related. Learning a new language extends students’ linguistic Tobago. Not only is Spanish the fastest growing language in the
and cultural understanding and the ability to interact appropriately with western hemisphere, but this language also has a strong historical and
other speakers. Interaction in a new language, whether face to face or cultural presence in our nation.
technologically facilitated, introduces them to new ways of thinking An early introduction to a second language lays a foundation
about, questioning, and interpreting the world and their place in it. for foreign language proficiency at a later stage and complements skill
127
development in other areas of study. Learning another language fosters the development of higher order thinking skills.
promotes competence in listening, speaking, reading and writing, and
How is Spanish Structured?
This Spanish primary programme is based on a Foreign different beliefs and cultural practices, including their own, they
Language Exploratory (FLEX) model. Beyond learning functional understand more about themselves and become more understanding of
Spanish that supports other curricular content, it involves the inclusion others.
of the myriad of language and language-related experiences in the The Spanish program at the primary level is designed to create
world of the child. There is a rich amalgam of languages in the enthusiasm, excitement and love for language study among learners.
everyday experiences of the students of our country. A main objective Students are introduced to Spanish through stories, games, interactive
of foreign language study at this level includes awakening in the child instruction, cultural activities, and music. The focus of the program is
an awareness of and appreciation of the richness of language primarily, but not exclusively, on spoken language. Students engage in
exploration- the origin and meaning of his/ her name, places in the using Spanish in contexts that relate to their lives, and help them to
community and country, foods, culturally related references etc. develop awareness of how language affects culture and vice versa.
Embedded within this notion is a respect for diversity and critical
thinking through probing beneath the surface to seek deeper meaning.
Within any programme of language study, students learn about
culture and the interrelationship between culture and language. They
grow in confidence as they learn to recognize different elements of the
belief systems of speakers of the target language. They become
increasingly aware of the ways in which these systems are expressed
through language and cultural practices. As they compare and contrast
128
SPANISH: STANDARD 3
CONTENT/SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
1.1.1. Name in Spanish the bodies of water 1.2.1. Engage in exploration 1. Read and recall the Spanish  Recognise the Spanish names for
that surround Trinidad and Tobago. of language through words for selected English the bodies of water:
(El Mar Caribe, El Golfo de Paria, El comparing words of different words/phrases.  that surround Trinidad and
Océano Atlántico, El Canal de Colón) languages. Tobago.
(Caribbean Sea, Gulf of Paria,
Atlantic Ocean, Columbus
1.1.2. Name in Spanish the bodies of water Channel) [1.1.1]
that surround the Caribbean islands. 1.2.2. Engage in exploration  that surround the Caribbean
(El Mar Caribe, El Océano Atlántico, of language through islands.
El Golfo de Méjico) comparing words of different (Caribbean Sea, Atlantic
languages. Ocean, Gulf of Mexico)
1.1.3. Identify Spanish vocabulary related to [1.1.2]
oceans/seas.
(el mar, el pez, el barco, el marinero, el 1.2.3. Engage in exploration  Orally state the Spanish words
pescador) of language through for:
comparing words of different sea, water, fish, boat, sailor,
languages. fisherman. [1.1.3]
2.1.1. Recognise that English words are 2.2.1. Appreciate the 2. Demonstrate an awareness  Identify 4 languages from which
derived from other languages. similarities among of the nature and interaction many English words have been
(Spanish, French, Anglo-Saxon, Latin) languages. of languages by comparing derived. [2.1.1]
129
SPANISH: STANDARD 3
their native language to other
languages.
3.1.1. Compare and contrast selected 3.2.1. Be aware of and 3. Compare and contrast  Research and present information
celebrations in Trinidad and Tobago with a appreciate cultural cultural practices between on 3 celebrations in their country
named Spanish-speaking country. similarities and differences. their country and another. and 3 in a Spanish-speaking
(Venezuela) country. [3.1.1]
 List similarities and differences

between 3 celebrations in their
country and 3 in a Spanish-
speaking country. [3.1.1]
4.1.1. Describe in Spanish, simple weather 4.2.1. Engage in exploration 4. Read and recall the Spanish  Orally describe the day-to-day
conditions related to tropical climate. of language through words for selected English tropical weather conditions. (It’s
¿Qué tiempo hace? comparing words of different words/phrases. sunny, It’s hot, It’s raining, It is
(Hace sol, Hace calor, Está lloviendo, languages. windy, It’s cloudy) [4.1.1]
Hace viento, Está nublado)
5.1.1. Identify in Spanish and locate selected 5.2.1. Engage in exploration 5. Provide information on  Name in Spanish and locate on a
Spanish-speaking countries and their capitals of language through countries of the Caribbean. map of the Caribbean and South
in the Caribbean and South America. comparing words of different America, 6 Spanish-speaking
130
SPANISH: STANDARD 3
(Venezuela, Cuba, Puerto Rico, Panamá, languages. countries.
México, Colombia) (Venezuela, Cuba, Puerto Rico,
Panamá, México, Colombia.)
[5.1.1]
 Identify the capitals of these 6
countries. [5.1.1]
5.1.2. Identify official languages spoken in
the Caribbean. 5.2.2. Be aware of language  List the official languages spoken
(English, Spanish, French, Dutch) differences in the Caribbean. in the Caribbean and give 1
example of a Caribbean country
where each official language is
spoken. [5.1.2]
 Make a broad statement
pertaining to language
differences in the Caribbean.
[5.1.2]
6.1.1. Express in Spanish words of welcome 6.2.1. Be aware and 6. Demonstrate hospitality  Use appropriate phrases in
to others. appreciative of other and appreciation for others of Spanish to welcome others.
(Bienvenido, Bienvenida) languages and customs. different cultures. [6.1.1]
6.1.2. Explore how to welcome others in  Welcome others in languages as
131
SPANISH: STANDARD 3
other languages as may be known to 6.2.2. Be hospitable to may be known to students.
students. visitors. [6.1.2.]
(French, Yoruba, Hindi, Arabic,
Mandarin)  Demonstrate awareness and
(Bienvenue, Eku abo, Swaagatam, appreciation of 2 gestures of
Af’wan, Huānyíng) welcome. [6.1.3]
6.1.3. Explore common welcoming gestures.
7.1.1. Greet others in Spanish and in other 7.2.1. Be aware and 7. Demonstrate hospitality  Greet others in Spanish and
languages as may be known to students. appreciative of other and appreciation for others of other languages as may be
(Hola, Salut, Pranaam, Assalamou languages and customs. different cultures. known to students. [7.1.1]
alykoum , Bawo-ni , Nǐ Hǎo) (Spanish, French, Hindi,
7.2.2. Be hospitable to Arabic, Yoruba, Mandarin)
visitors.  Demonstrate awareness and
appreciation of other languages
and customs through speech and
actions. [7.1.1]
8.1.1. Recognise that selected phrases 8.2.1. Appreciate the 8. Demonstrate an awareness  List/recite 5 phrases commonly
commonly used in Trinidad and Tobago Spanish influence in of the nature and interaction used in Trinidad and Tobago
are derived from the Spanish language. Trinidad and Tobago. of languages by comparing which originate from the Spanish
their native language to other language. [8.1.1]
132
SPANISH: STANDARD 3
languages.
 List/recite 10 words from foreign
8.1.2. Recognize that some words used in the 8.2.1. Be aware of the languages that have been adopted
English language are adopted from other relationship among by the English language e.g.
languages. languages. fiesta, debris. [8.1.2]
(Spanish, French, Latin)  Demonstrate a greater awareness
and appreciation of similarities
among languages. [8.1.2; 8.2.1]
133
Visual and Performing Arts
Standard 3
Rationale
What Are The Visual & Performing Arts?
The arts are organised expressions of ideas, feeling, and emotion, intellect, and imagination. They contribute to the child’s
experiences in images, sound, language, gesture and movement. Arts growth by developing skills, sensitivities and positive attitudes. The
education comprises the four disciplines of visual arts, music, drama, arts reflect what is valued in society and celebrate our unique cultural
and dance. These disciplines provide for the stimulation of the senses, mosaic.
Why Study The Visual & Performing Arts?

Arts education is integral to primary education in helping to promoting subject integration in the classroom. Arts programming
promote a variety of thinking processes. The range of cognitive, enhances self-esteem and confidence, and provides a forum where
affective, and hands-on experiences offered by the arts places these spontaneity and risk-taking are encouraged and differences celebrated.
disciplines at the centre of a primary child’s learning. The arts Arts activities are a focus for social and cultural development. They
encourage ideas that are personal and imaginative and make a vital embrace local, national, and international aesthetic and cultural
contribution to the development of a range of intelligences. An expressions, promoting enjoyment and understanding of difference.
effective arts program enables the child to explore exciting, alternative They may also be a means to social change through the voices of
ways of learning and communicating with others. In addition, a individual identity and passion.
purposeful arts education at the primary level is invaluable in
135
How Are The Visual & Performing Arts Structured?
technologies to create imagined worlds. Through purposeful play, both
Students work both independently and collaboratively to construct individual and collaborative, they discover how to link imagination,
meanings, produce works, and respond to the contributions of others. thoughts, and feelings. As students work with drama techniques, they
They learn to use imagination to engage with unexpected outcomes learn to use spoken and written language with increasing control and
and to explore multiple solutions. Through traditional and new confidence and to communicate effectively using words, body
technologies, students’ artistic ideas are generated and refined through language, movement, and space. As they perform, analyse, and
cycles of action and reflection. Within each, students develop literacies respond to different forms of drama and theatre, they gain a deeper
as they build on skills, sensitivities, and attitudes. appreciation of their rich cultural heritage.
Dance
Dance is expressive movement that has intent, purpose, and form. In Music
dance education, students integrate thinking, moving, and feeling. Sound from natural, acoustic, and digital environments is the source
They explore and use dance elements, vocabularies, processes, and material for expressive ideas in music. These ideas are manipulated
technologies to express personal, group, and cultural identities, to and extended into forms, genres, and styles that are recognized as
convey and interpret artistic ideas, and to strengthen social interaction. music. Music is a fundamental form of expression, both personal and
Students develop literacy in dance as they learn about, and develop cultural. Value is placed upon the musical heritages of Trinidad and
skills and sensitivities in, moving, performing, and choreography, and Tobago’s diverse cultures, including traditional and contemporary
respond to a variety of genres from a range of historical and musical arts. By making, sharing, and responding to music, students
contemporary contexts. contribute to the cultural life of their schools, peer groups, and
communities. Students develop literacies in music as they listen and
Drama
Drama expresses human experience played out in time and space. respond, sing, play instruments, create and improvise, read symbols
Students learn to use dramatic conventions, techniques, and and notations, record sound and music works, and analyse and
136
appreciate music. This enables them to develop aural skills and to engage with a wider range of art experiences in increasingly complex
value and understand the expressive qualities of music. ways. Art history provides students with some sense of the efforts of
others to speak their culture.
Visual Arts
Through engaging in the visual arts, students learn how to discern,
participate in, and celebrate their own and others’ visual worlds.
Learning in Visual Arts begins with children’s curiosity and delight in
their senses and extends to communication of complex ideas and
concepts. An understanding of visual culture is achieved through
exploration of local and Caribbean contexts.
Students develop visual literacy and aesthetic awareness as they

manipulate and transform visual, tactile, and spatial ideas. They
explore experiences, stories, abstract concepts, social issues and needs,
both individually and collaboratively. They experiment with materials,
and techniques to develop their visual enquiries and create both static
and time-based artworks in drawing, sculpture, painting, printmaking,
photography, film, design, textiles, ceramics. They view the art works
of others, sharing their responses, and generating multiple
interpretations. Their meaning making is further informed by
investigation of the contexts in which art works are created, used, and
valued. As they develop their visual literacy, students are able to
137
VAPA: STANDARD 3
Students will:
1.1.1 Recognise that a 1.2.1 Construct models 1.3.1 Appreciate aesthetic 1. Construct a model of a  Construct a model of a boat
combination of using various qualities of form. boat using the by sticking or gluing
materials can be sculptural materials. assemblage or
1.3.2 Enjoy working various sculptural materials
used to create 3-
creatively. constructional method including coconut shells,
dimensional
objects. of sculpting. fabric, sticks, paper,
straws, string, etc. together.
(1.1.1, 1.2.1, 1.3.1, 1.3.2)
2.1.1 Understand that the 2.2.1 Create replicas of 2.3.1 Develop leadership 2. Use paint on fabric to  Work in groups to create a
elements and flags using paint on skills through group- create replicas of flags textile no smaller than 20
principles of design fabric. work. of Caribbean countries. cm x 30 cm by painting at
can be used in
least one replica of a flag
creating textiles.
of a Caribbean country
onto fabric. (2.1.1, 2.2.1,
2.3.1)
1.1.1 Understand how 1.2.1 Respond to a wide 1.3.1 Work well with 1a. Use a wide range of  In groups, create a one- minute
rhythm and range of others. accompaniment to
138
VAPA: STANDARD 3
Students will:
dynamics can be accompaniment stimulate piece, using 6 movements which
incorporated to (live and recorded) movement ideas. incorporate fast, slow and
produce dance to design moderate tempi.(1.1.1, 1.2.1,
works. sequences and 1b. Move appropriately
to musical 1.3.1)
dances.
selections of
various tempi
(speeds).
2.1.1 Deepen their 2.2.1 Interpret and 2.3.1 Appreciate and 2a. Interpret through  Create a group piece which
understanding of portray folk-tales respect their movement the depicts a folk-lore character,
their heritage. individually or cultural heritage. characteristics of a using 5 movements, incorporating
with others. folklore
one floor pattern (e.g. diagonal,
character.
circle, line) with a clear
2b. Map out a floor beginning, middle and end. (2.1.1,
pattern in general 2.2.1, 2.3.1)
space, showing the
beginning, middle
and end of the
dance.
3.1.1 Understand the 3.2.1 Research, prepare 3.3.1 Accept the views 3a. Make relevant  Work in groups to prepare
process involved in and present a of others. preparations for adequately for a video
making a video to video to showcase video in terms of presentation, through 2-4
showcase selected selected styles/ rehearsal and
rehearsals and procurement of
styles/ themes of themes of the sourcing appropriate
the Caribbean. Caribbean. costuming and relevant costumes and makeup.
(3.1.1, 3.2.1, 3.3.1)
139
VAPA: STANDARD 3
Students will:
makeup.  Each group takes turns in
operating media (e.g. camera
3b Operate varied media
phones/video cameras) to
to video tape
pieces videotape pieces performed by
other groups (3.1.1, 3.2.1)
1.1.1 Understand the 1.2.1 Use flashback and 1.3.1 Develop an 1. Create a scenario  Create 2 short scenarios on the
functions of basic flash-forward appreciation for based on the theme theme Oceans which include 2
techniques of techniques in the their oceans and Oceans, flashback/flash forward scenes.
flashback and flash- development of a beaches. incorporating the
(1.1.1, 1.2.1, 1.3.1)
forward. scenario. techniques of
flashback and flash
forward.
2.1.1 Gain a deeper 2.2.1 Present 2.3.1 Develop an 2. Present improvised  Work in groups to present two
understanding of improvised scenes appreciation for scenes based on improvised scenes from either a
Trinidad and based on sacred their local sacred sacred and secular secular or sacred festival of
Tobago’s festivals. and secular and secular festivals.
Trinidad and Tobago.(2.1.1, 2.2.1,
festivals. festivals.
2.3.1)
3.1.1 Compare the 3.2.1 Demonstrate 3.3.1 Display tolerance 3. Create scenarios in  Collaborate in small groups to
similarities and actions that are when viewing or small groups that create and present scenarios
differences among similarly and participating in show similarities and which highlight similarities and
festivals of differently done unfamiliar differences in
differences observed in two local
Trinidad & in festivals in festivals. festivals of Trinidad
140
VAPA: STANDARD 3
Students will:
Tobago. Trinidad & & Tobago. festivals that were viewed live,
Tobago. recorded or re-enacted. (3.1.1,
3.2.1, 3.3.1)
4.1.1 Gain an awareness 4.2.1 In small groups, 4.3.1 Develop an 4. Create presentations  In small groups, create a
of the features of create appreciation of based on festivals presentation which showcases one
festivals from other presentations their Caribbean from other Caribbean festival from one Caribbean
Caribbean based on festivals based festivals. countries.
country. (4.1.1, 4.2.1, 4.3.1)
countries. from other
Caribbean
countries.
1.1.1 Recognize the 1.2.1 Play simple 1.3.1 Enjoy musical 1. Play simple pieces  Play 2 pieces from memory on
impact of dynamics pieces from activities. from memory on melodic instruments using proper
in music. memory on melodic instruments, technique and appropriate
melodic using proper
dynamics (loud/soft, crescendo-
instruments. technique and
appropriate (gradually getting louder and
1.2.2 Apply dynamics dynamics. /decrescendo-gradually getting
to familiar songs softer). (1.1.1, 1.2.1, 1.2.2)
(loud/soft,
crescendo/
decrescendo).
2.1.1 Recognize the 2.2.1 Sing simple folk, 2. Sing simple folk,  Sing folk, traditional and nation
importance of traditional and traditional and nation building songs independently and
proper diction as it nation building building songs in groups with proper
141
VAPA: STANDARD 3
Students will:
relates to good songs independently and in diction.([2.1.1, 2.2.1)
singing. independently and groups.
in groups.
3.1.1 Become aware of 3.2.1 Differentiate 3.3.1 Develop critical 3. Differentiate between  Differentiate between simple,
meter in music. between simple thinking skills. simple duple, triple duple, triple and quadruple meters
duple, triple and and quadruple meter. by using appropriate movements
quadruple meter.
to identify the strong and weak
beats (clapping, tapping,
stamping, patting). (3.1.1, 3.2.1,
3.3.1)
4.1.1 Identify popular 4.2.1 Research the 4.3.1 Work co- 4. Research the music of  Research the music of two
Caribbean artistes music of some operatively in some popular popular Caribbean artistes and
and their music. popular Caribbean groups Caribbean artistes document their findings using a
artistes and and discuss and
4.3.2 Develop critical combination of at least three
document their document their
findings using thinking skills. findings using varied varied media (e.g. pictures, text,
varied media. media. audio and video recordings).
(4.1.1, 4.2.1, 4.3.1, 4.3.2)
5.1.1 Understand how 5.2.1 Compose and 5.3.1 Recognise their 5. Compose and  Apply understanding of pitch,
musical concepts perform songs, creativity. perform songs, raps rhythm, texture, dynamics and
and elements can raps and jingles and jingles on structure to compose and perform
be combined to on selected topics. 5.3.2 Develop self- selected topics.
confidence. one song/rap/jingle on a selected
compose songs,
raps and jingles. topic. (5.1.1, 5.2.1, 5.3.1, 5.3.2)
142
Values, Character and Citizenship Education
Standard 3
Rationale
What is VCCE?
Values, Character and Citizenship Education (VCCE) is a sequenced make informed moral decisions, to be responsible and caring citizens
set of learning experiences designed to help the student grow, develop and to practise socially helpful behaviour. Values, Character, and
and master values and concepts that are relevant for a 21st century Citizenship Education incorporates beliefs and attitudes which
caring, responsible citizen of our interdependent world. Values, contribute positively to the enrichment of the culture in which an
Character, and Citizenship education inculcates in students positive individual resides and extends to the global community.
dispositions valued by society. These dispositions empower them to
Key Terms in VCCE
Disposition: A tendency to act in a specific way

Character: The inherent attributes that determine a person’s moral
Values: Important and lasting beliefs or ideals shared by the and ethical actions and reactions.
members of a culture about what is good or bad, and
desirable or undesirable. These core beliefs guide and Citizenship: The right and responsibility to work and live in a
motivate attitudes and actions. community and to participate in social and political life.
144
Why Study Character Education?
Trinidad and Tobago is a rapidly growing society affected by global learning. These attributes are not only taught but required as part of the
trends in technology, corporate life, and ever-increasing mobility and whole learning environment within the school and classroom. Such a
communication. As a result the family, school, community and country program must be multidimensional to help students as citizens to think
have seen traditional values strained. and act in ways that preserve and respect our heritage and protect our
To facilitate the development in every young person the basic future. While enjoying a range of rights and privileges, a concomitant
characteristics of trustworthiness, respect, responsibility, fairness, sense of identity and responsibility must be developed. The family,
caring and citizenship requires an intentional approach to teaching and school and community must partner to address these challenges.
How is the VCCE Structured?
Teaching and learning these six key characteristics in a well-designed REINFORCE - Instil the six pillars of character by rewarding good
Character Education programme can follow the T.R.A.M. approach. behaviour (usually, praise is enough) and by discouraging all instances
of bad behaviour by imposing (or, in some cases, allowing others to
TEACH - Tell children that their character counts — that their success impose) fair, consistent consequences that prove you are serious.
and happiness will depend on who they are inside, not what they have ADVOCATE - Continuously encourage children to live up to the Six
or how they look. Tell them that people of character know the Pillars of Character in all their thoughts and actions. Don’t be neutral
difference between right and wrong because they guide their thoughts about the importance of character or casual about improper conduct.
and actions by six basic rules of living. Be clear and uncompromising that you want and expect students to be
trustworthy, respectful, responsible, fair, caring, and good citizens.
145
MODEL - Be careful and self-conscious about setting a good example
in everything you say and do. Everything you do and don’t do, sends a
message about your values. Be sure your messages reinforce your
lessons about doing the right thing even when it is hard to do so. When
you slip, act the way you want your students to behave when they act
improperly — be accountable, apologize sincerely, and resolve to do
better.
146
V.C.C.E.: STANDARD 3
Students will:
Trustworthiness: 1. Demonstrate  Define the term “courage”. (2.1.1)
Prioritizing Loyalty deepening
understanding of  Describe 1-2 ways in which loyalty is
1.1.1 Begin to understand 1.3.1 Use knowledge of loyalty and moral displayed. (1.1.1)
that they need to what is considered courage  Be present when needed for
prioritize their good, fair and right support or assistance.
loyalties. to determine to  Speak well of persons or entity to
whom primary whom loyalty is owed.
loyalty should be  Distinguish between loyalty owed to
given. pairs of the following persons 1)
family, 2) friends, 3) classmates, 4)
Courage schoolmates and fellow citizens. (1.1.1,
1.3.1)
2.1.1 Define in their words
what is meant by the  Determine to whom primary loyalty is
term “courage”. owed by using 2-3 established criteria
to assess a given situation. (1.1.1)
 Is it fair to all concerned?
1.1.1 Begin to understand  Is it the right thing to do? (Will I
the need to be 3.2.1 Communicate break any rules/laws by doing
courageous in the this?)
helping others. importance of  If I don’t speak or act what are
sincerity and some of the things that could
candour in happen? (1.3.1)
building and  Tell the truth even when it is difficult to
maintaining do so. (3.1.1, 3.2.1)
trust.
 Cite 2-3 benefits of 1) sincerity and 2)
candour (3.2.1)
147
Students will:
Fairness: 2. Demonstrate a  Determine steps that can be taken to
Suspending Judgement deepening arrive at the fairest course of action
understanding of in a given situation. (5.2.1)
4.3.1 Practice being fair fairness.
towards others.  State 2-3 possible consequences of
failing to assess information before
making a judgement. (5.1.1)
3.3.1 Display a
5.1.1 Begin to understand 5.2.1 Develop a willingness to
that information should repertoire of at delay judgment
be assessed before least three until having  Make fair decisions- Habitually
judgements are made. problem gathered and 3. Act fairly gather and interpret relevant
solving evaluated information before making decisions.
strategies. relevant (4.3.1, 5.1.1, 5.2.2)
information.
5.2.2 Use appropriate (Children are less  Delay judgement until after hearing
sources of inclined to be all sides of a story or until sufficient
information to hasty in applicable data has been gathered.
deliberate on responding to (4.3.1, 5.1.1, 5.3.1)
matters before situations in
making which conflict
decisions. arises.)
148
Students will:
Respect for our Caribbean 4. Demonstrate a  Describe ways in which respect can
Neighbours deepening be shown for persons from other
understanding of Caribbean nations. (6.1.1)
6.1.1 Describe ways in 6.2.1 More 6.3.1 Demonstrate a respect.  Discuss matters related to
which respect can be consistently healthy respect “protocols”:
shown for persons critique their for persons from  What are they?
from other Caribbean actions for the other Caribbean  Why are they
states. purpose of states despite important?
improving their varied
their behaviour cultural practices.
and attitudes.
5.Respect Caribbean  Evaluate past responses to and
neighbours present views of Caribbean
neighbours with a view to becoming
more respectful. (6.2.1)
 Speak positively (focus on the merits

of) Caribbean culture. (6.3.1)
 Use appropriate courtesies and terms

of reference when addressing or
speaking of Caribbean
neighbours.(6.3.1)
Becoming a Caring 4. Demonstrate  Detail 2-3 ways in which oceans
149
Students will:
Caribbean Citizen growing awareness sustain life: (7.1.1)
of the importance of  Provide a habitat for living
7.1.1 Recognise that the 7.2.1 Create action 7.3.1 Be more willing to oceans and of the organisms;
oceans around us help plans in harmony engage in activity need to care for  Pay a significant role in the
to sustain life. with abilities, that promotes them. hydrological cycle and
interests and sustainability of  Act as food source for living
beliefs to protect ocean life. organisms.
the ocean from
over exploitation 7.3.2 Cooperate in group  Describe orally, in writing, through
through the use activities. drama, visual art and ICT 3-4 ways in
of various media. which children can demonstrate care
for the ocean: (8.1.1)
 Avoid indiscriminate dumping of
refuse (particularly the disposal of
garbage in waterways);
 Engage in restoration efforts- e.g.
8.1.1 Describe ways in Become involved in 1) shoreline
which they can show and waterfront clean-up drives 2)
care for the ocean and removal of wrecked ships and
its resources on a  Advocate for conservation
sustained basis. practices within firms and
communities e.g., 1) community
marches 2) newsletters 3) creation
of blogs.
7.2.1 Create action  Initiate and participate in activities that

plans in harmony promote care for the ocean. (7.2.1,
Becoming a Caring with abilities, 7.3.1 Be more willing to 5. Care for the Ocean. 7.3.1, 7.3.2)
150
Students will:
Caribbean Citizen interests and engage in activity
beliefs to protect that promotes
the ocean from sustainability of
over exploitation ocean life.  Describe 3-4 of the social issues
through the use 6. Develop interest in plaguing the Caribbean:
of various 7.3.2 Cooperate in group welfare of persons  Drug abuse
media.1 activities. beyond our shores  School drop outs
 Street children
 Vagrancy
9.2.1 Initiate plans to  Poverty
show care for .  Child Labour/Abuse
others beyond  Human trafficking
our borders.  Lack of access to education and
9.3.1 Be willing to health care services.
10.2.1 Participate in volunteer
activities assistance to  Recommend 2-3 ways in which help
planned to persons in the can be given to persons plagued by
assist persons Caribbean region. social issues. (9.2.1)
(in need).
 Participate or support efforts to assist

persons challenged by social issues.
(9.3.1, 10.2.1)
Social Responsibility 7. Demonstrate  Distinguish between group and
deepening individual responsibilities. (12.2.1)
11.1.1 Explain why they 11.2.1 Develop a 11.3.1 Collaborate with understanding of the  Itemise two (2) distinguishing
should behave personal others. term responsibility. characteristics of group and
1
The statements in italics have been repeated from p. 78 to facilitate referencing.
151
Students will:
responsibly at all responsibility individual responsibility.
times checklist.
 Determine tasks for which they are
11.2.2 Respond responsible at home, at school and
appropriately in within the community. (11.2.1)
situations where
responsibility is  Develop 2-3 criteria for determining
necessary. when and in what way they should
assume responsibility for tasks.
12.2.1 Classify (11.2.2)
responsibility
as either group  Share ideas and make valid
or individual contributions to group activities.
tasks. (11.3.1)
13.2.1 Argue that all  Delineate 1-2 ways in which rules help
individuals must persons to behave responsibly.
do their part for 13.3.1. Influence others (14.1.1)2
group to do their part in a
responsibility to task.
be effective.
Responsibility: Rules 8. Give simple  Describe three (3) benefits of behaving

justifications for responsibly. (11.1.1, 13.2.1)4
14.1.1 Understand that rules 14.2.1 Examine some behaving
2
See the “Content”. Column on p. 81 to find statement 14.1.1
4
See the “Content” and “Skills” column on p. 80 for statements 11.1.1, 13.2.1 and 13.3.1
152
Students will:
help them to be consequences responsibly  Describe three (3) consequences of
responsible. for being being irresponsible:
irresponsible 1) o 1) At home
at home 2) at o 2) At school
School 3) in the o 3) In the community. (11.1.1,
community 14.2.1)
15.2.1 Consider the  Develop and use 2-3 point arguments

importance of to convince others to act responsibly.
making 15.3.1 Demonstrate the (13.3.1)
informed ability to make a
choices. decision.  Delineate two (2) benefits of making
informed decisions and two (2)
16.2.1 Read and consequences of failing to do so.
follow decision (15.2.1)
making steps to
solve a problem.
 Use at least one (1) decision-making

9. Demonstrate strategy to arrive at best possible
understanding of decisions in given situations. (15.3.1,
the importance of 16.2.1)
making
responsible
17.2.1 Discuss the decisions  Discuss in 6-8 lines the steps that can
Responsibility: Rules steps in 11. Demonstrate be taken to arrive at sound decisions.
making a understanding of (15.3.1, 17.2.1)
decision. the importance of
making
153
Students will:
18.2.1 Follow the responsible
correct decisions3
procedure or
guidelines to
ensure safety
at all times. 12. Acknowledge  Follow safety procedure/guidelines
responsibility for governing:
personal safety  Use of classroom resources- e.g.,
19.2.1 Discuss scissors and pencils;
bullying.  Placement of furniture and
personal property in relation to
19.2.2 Identify exits and access ways
feelings  Use of playground facilities.
associated with (18.2.1)
being bullied.
13. Act responsibly

 Forge and maintain healthy
relationships.
 Recognise “bullying” and report

bullying to relevant authorities. (19.2.1,
19.2.2)
3
This statement was repeated from p. 81 to facilitate referencing.
154
Students will:
Responsible Behaviour 14. Demonstrate an  Describe three (3) ways in which to
Citizenship- understanding of fulfil personal responsibilities. (20.1.1)
Rights vs. Responsibilities: the behaviours
Social Justice associated with  Describe three (3) ways in which to
good citizenship. defend their rights. (20.1.1)
20.1.1 Describe ways in
which a balance can be 20.3.1 Act responsibly  Be as interested in their rights as in
achieved between when defending their responsibilities. (20.1.1, 20.3.1)
demands for rights and their rights.
dedication to  Describe two (2) moral and two (2)
responsibilities. social responsibilities which children
have. (21.1.1)
21.1.1 Begin to understand  Recommend three (3) ways in which

their moral and social 21.2.1 Express views 21.3.1 More readily pay social injustice can be counteracted.
responsibilities as on social issues attention to their (21.2.1)
citizens. that exist at moral and social
home and in the responsibilities as  Volunteer services and participate in
region with citizens. activities organised to deal with social
confidence. issues. (21.2.1, 21.3.1)
 Keep informed about current affairs

22.2.1 Use ICT to (22.2.1)
gather
information on
current affairs.
155
V.C.C.E.: STANDARD 3 GLOSSARY
Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence.
When you are trustworthy, others believe you are loyal and that they can depend on you to try always to say and do the right
thing.
Fairness Fairness: Dealing objectively (and impartially) with challenging situations.
When you are fair you consider the needs of others when making decisions.
Respect Respect: Regard or concern for one’s well-being and that of others.
We can show respect for persons and their culture in order to build and maintain healthy relationships.
Caring Caring: Feeling and showing concern and empathy for others. Having compassion.
When you are a caring person you do things to keep yourself and others safe and healthy.
Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:
 obeys home, school and safety rules
 uses self-control
 is self-disciplined
 is dependable
 makes informed decisions
 shows perseverance
 sets goals
 contributes to the good of the whole.
Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political
Literacy.
A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do.
156

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REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL CURRICULUM

Curriculum Planning and Development Division

Dance ...................................................................................................................................................................................................... 136

WHY STUDY AGRICULTURAL SCIENCE?

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

1.3.5 Nurture  Demonstrate safety, responsibility

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

 Create an appreciation of Caribbean

English Language Arts

Development in English Language Arts is essential to students’

Writing is a recursive, cognitive process that can help students to make

 Analyse elements of stories and poems.

 Apply knowledge of the rules of punctuation and capitalization.

MEDIA AND INFORMATION LITERACY

 Display an understanding of a variety of media texts.

 Give one main

b) Arguments/Argumentation  Discuss varying

5.2.6 Associate diphthongs with their  Associate sounds

 display the ability

8.2.10 Reflect and share personal  Modify or refine

8.2.12 Create mental images to  Analyse simple

 use language with

 identify the simile

12.1.1 Apply their 12.2.1 Use a conjunction to join two 12.3.1 Be

b) Use Modals: can, may, should,

c) Participle-past and present.

d) Regular and irregular.

13.2.3 Use Adjectives: comparative

13.2.4 Use Pronouns: Personal,

13.2.5 Use Adverbs: comparative and

13.2.6 Use Prepositions in context.

13.2.7 Use Conjunctions to combine

 write simple and

 use relevant level-

 write at least two

 apply the process

 edit peers’ work

 Transition words  apply Drafting Skills (follow

 apply Editing Skills (edit

 apply Publishing Skills

 words that drop the final ‘e’

 ‘ie’ and ‘ei’ words

 words with hard and soft ‘c’

 words with silent letters

 key words in other subject

f) Words with multiple-meanings

Prefixes: tele, anti, pre, aero, etc

21.2.2 Give the meaning of new words

22.1.1 Recognize Creole 22.2 .1 Use a code switching analysis 22.3.1 Be

 discuss the overt

 assess media texts

26.2.5 Demonstrate by manipulating

 peers’’ work, with

 chat about the

Why Study Mathematics?

How Is Mathematics Structured?

delivered. Core competencies are developed within the strands

as well as summative evaluation.

According to Adding It Up: Helping Children Learn

 Conceptual understanding: comprehension of

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS