Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR PRIMARY PHASE

INTEGRATED PLANNING MANUAL

TEACHERS’ MANUAL

GRADE 3

For Implementation 2024

Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2023

Integrated Planning Manual: Grade 3

ISBN: 978-99945-2-406-8

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December2023

 Table of contents

Introduction ------------------------------------------------------------------------------------------------ 1

Section 1: Theory ---------------------------------------------------------------------------------------- 3

1.What is integration? ---------------------------------------------------------------------------------- 3

2.Why integrate? ----------------------------------------------------------------------------------------- 5

3.How to integrate --------------------------------------------------------------------------------------- 7

4.Evaluation and assessment ---------------------------------------------------------------------- 10

5.Learnig support & multi -grade class ----------------------------------------------------------- 13

Section 2: Planning------------------------------------------------------------------------------------ 14

1.Long term / year plans ----------------------------------------------------------------------------- 14

Section 3 : Resources -------------------------------------------------------------------------------- 72

Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture 2023

Integrated Planning Manual: Grade 1

ISBN: 978-99945-2-406-8

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2023

ACKNOWLEDGEMENTS

This manual was developed under the auspices of the National Institute for
Educational Development (NIED). The following people are acknowledged:

1. Alina Niipare SEO Junior Primary - NIED

2. Heidie Labuschagen Senior Education Officer – Hardap Region

3. Paulina Hamukonda Senior Education Officer – Oshana Region

4. Rachel Nandjembo Senior Education Officer - Oshikoto Region

5. Lucia Serogwe Senior Education Officer - Omaheke Region

6. Helga Kaurora Senior Education Officer - Otjozondjupa Region

7. Helena N. Kayofa Senior Education Officer - Ohangwena Region

8. Jaline Oosthuizen Senior Education Officer – Erongo Region

9. Adolf Amutenya Senior Education Officer - Omusati Region

10. Albertina Nangolo Senior Education Officer - Omusati Region

11. Petrina Kanyetu Senior Education Officer - Kavango Region

12. Erica Dax Senior Education Officer - Kunene Region

13. Karolina !Gontes Lecturer – Khomasdal UNAM Campus

14. Betty MuJohn Senior Education Officer - Zambezi Region

15. Marietjie van der Byl Senior Education Officer – Khomas Region

16. Erica Beukes Head of Department – Omaheke Region

INTRODUCTION

Learning should promote the growth and development of each and every learner
both as an individual and as a member of the society. Working with young learners is
essential for laying a solid foundation for learning throughout the formal education
system. If the foundation is properly laid, learners will be well prepared to continue
their learning at the higher levels. This in turn prepares learners for fuller participation
in their society. The Junior Primary teacher has a major role to play in promoting the
holistic development of young learners.

What is the purpose of the manual?

When you buy new electrical or electronic equipment, the supplier will give you a
manual which will teach you, step by step, how to assemble and operate or use the
equipment to give you maximum qualitative use. Equally, this manual will help
teachers use the curriculum to plan and deliver a quality learning experience in their
classrooms. Thus, the manual aims to support teachers in using an integrated
approach to planning and teaching in Junior Primary classrooms.

Teachers should use this manual as a support material. Some of the examples could
be used as they are, while others could serve as a guideline to design and develop
their own ideas. Teachers need to be creative, innovative in their planning.

This manual does not replace any previous document and teachers will still need to
refer to the Curriculum document, their syllabus guides and all other resources
available to them. This manual is not intended as an answer to all questions on
teaching, but to be used to support teachers’ planning.

What is in the manual?

There are three sections in this manual. The first section provides theoretical
information on integration. Section 2 gives examples of how a year’s work can be
planned in an integrated manner. Section 3 includes resources and explains the
terminology and strategies used. The structure is as follows:

Section 1: Theory
1. What is Integration?
(Integrated planning, teaching and learning, timing/timetabling)
2. Why Integrate?
(Development domains, holistic and child-centred approaches, benefits of integration)
3. Steps Towards Integrated Planning
(The six steps involved in integrated planning and teaching)
4. Evaluation and Assessment
(Self-evaluation, continuous assessment, the purpose of assessment)

5. Learning Support and Multi-grade Teaching

(What is Learning Support? Advice to teachers of multi-grade classes)

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Section 2: Planning

1. Long-Term/Yearly Plan
(What are long-term plans? A sample year plan for Grade 3)
2. Scheme of Work
(The different subjects with the Scheme; full scheme of work for 2 semesters/20 topics)
3. Lesson Plans
(How to structure a two-part lesson plan; a sample lesson plan)

Section 3: Resources

1. Literacy Resources
(Details of sample songs, stories, poems, rhymes, games, etc. referenced in the manual)
2. Terminology
(Glossary of semesters and terminology used in the manual)
3. Methodology
(Explanation of methodologies/strategies mentioned in the manual)
4. Other/Progression
(Sample of yearly sight words/phonics progression used in the manual)

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 SECTION 1: THEORY

1.What is integration?
Integration is a key word in both planning and teaching. It is an
approach to teaching and learning that is based on both
philosophy and practicality. It involves purposefully drawing together knowledge,
skills, attitudes and values from within or across subject areas to develop a more
powerful understanding of key ideas. Integration occurs when components of the
curriculum are connected and related in meaningful ways by both the students and
teachers.

Most simply put, it is a way of planning, teaching and learning, whereby many
areas or subjects of the curriculum are connected, often under a single theme
or topic.

Integration is not a new method of organising instruction. Educators first explored the
concept of integrating curriculum in the 1890s. Over the years, there have been
numerous educational researchers, such as Susan Drake, Heidi Hayes Jacobs,
James Beane and Gordon Vars, who have described various interpretations of
curriculum integration, referring to the curriculum as interwoven, connected, thematic,
interdisciplinary, multidisciplinary, correlated, linked and holistic. Some educators,
such as, Robin Fogarty, go beyond a single definition of curriculum integration and
view it instead as a continuum. 1

For the purpose of this manual, the key word is ‘integration’ and what we are
concerned with is linking and connecting subject areas in the curriculum,
particularly under the themes of the Environmental Studies syllabus.

Integrated Planning

This is planning schemes of work and individual lessons in a way that integrates and
links the different areas of the curriculum. Successful integration is almost always
planned and usually needs to be done well in advance although sometimes
integration will happen by co-incidence and on the spur of the moment.

To plan in an integrated manner teachers must have an open and creative attitude
when approaching the task. They need to be familiar with the curriculum content and
areas. They could brainstorm and come up with links between areas of the
curriculum and develop these into schemes of work and lesson plans. However they
must also be careful to cover all the areas of the curriculum during the year (which
will mean that not everything will be integrated or linked but still needs to be taught).

Integrated Teaching and Learning

1
Primary Programs Framework – Curriculum Integration: Making Connections
©Alberta Education, Alberta, Canada

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Teachers need to have clear idea of what topic they are integrating so they can point
out and explain these links to the learners and encourage them to come up with other
links.

We do not live our lives by subject or in separate compartments; we use the different
skills simultaneously. For example, while shopping for food we might ask the price of
something, work out if we can afford it, but decide not to buy it as it is too unhealthy,
thus using Language, Mathematics and Environmental Studies skills in an integrated
manner.

Also, outside of school, learning usually takes place in a context and is linked to other
parts of our lives. For example, we might read about a special offer, use the internet,
the phone or a friend to find out more, use what we know to compare it with other
offers and to decide if we would like to take advantage of the offer. We are using
different skills to learn and we are putting the learning in context.

Timetables and Time Considerations

Although the timetable and the allocation of time per subject need to be taken in to
account, teachers will often need to treat the timetable in a fluid and flexible manner.
Teaching and learning in the early grades cannot adhere to a rigid timetable, as it
does not allow for a learner-centred approach to education or genuine integration.
Integrated planning and teaching, most especially in grades one to three, must
be flexible and not confined to the idea of following a subject-based timetable
and fixed blocks or periods of time.

For example, a teacher might decide to integrate Language (both First and Second
Language), Arts and Mathematics with the Environmental Studies topic of Healthy
Food and Eating Habits (Health, Safety and Nutrition). Over the week s/he might plan
for the learners to discuss the necessity of correctly storing and preparing food, have
the learners write a procedure for correct storage and read each other’s work. The
class might also discuss the shapes of food and how best to store them using
appropriate containers (First Language). The teacher might plan to teach a song
about food and have the learners paint posters showing how to prepare food (First
Language and Arts). S/he might read a poem in their Second Language about getting
sick from eating food that was not prepared correctly, and help the learners design a
role-play based on it (Second Language and Drama). S/he might have the learners
describe foods using terminology such as edges, corners, and faces, etc
(Mathematics), all the while exploring different types of food produced in Namibia
(Environmental Studies).

This kind of work might not fit exactly into the usual timetable. Mathematics might be
covered during Language as shapes of food would naturally be discussed while
describing different foods using mathematical language. Consequently the language
lesson might ‘run into’ the time allocated for Mathematics on the time table. Drama,
Music and Visual Art might be part of the First or Second Language lesson instead of
separate lessons on their own. The timetable should be flexible to accommodate this.

Note that the other subjects (in this case RME and PE) are still taught during this
week for the allocated amount of time.

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2.Whay integrate?
Taking a holistic approach means educating a child as a whole, and taking all the
areas of development into consideration. It seeks to engage all aspects of the child’s
physical, emotional, cognitive, social and language development in an integrated
way. This approach is all about balance and teachers should take this into
consideration when planning teaching and learning

What Are the Development Domains?

Academic Learning
(Including Language & Mathematics)

COGNITIVE
DEVELOPMENT

SOCIO-
EMOTIONAL PHYSICAL
DEVELOPMENT DEVELOPMENT

Social Skills Gross-motor Development

Emotional Skills Coordination and Balance
Fine Muscle Control Body Awareness

Using an integrated approach to planning and teaching is holistic as it seeks to

engage all of the development domains. It is especially important in the early grades
to develop all of the domains and teachers should be careful to include elements of
each in their planning and teaching.

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What Are the Advantages of Integration?

If it is implemented meaningfully, integrated planning and teaching benefits both

teachers and learners in many different ways:

It is learner-centred: Choosing meaningful connections among subject areas helps

learners build on their diverse prior knowledge and experiences of a subject. It
supports their holistic view of the world and ensures more meaningful learning.

It reflects the real world: When teaching is organised in an integrated or holistic way,
it is a better reflection of the real world and the way children learn at home and in the
community. It puts learning in context and allows learners see the big picture and
makes it easier to learn and remember information.

It unifies learning: Curriculum integration enables learners to develop a unified view

of the curriculum and to broaden the context of their learning beyond single subject
areas. It also allows for a transfer of learning from one area to another.

It matches the way that learners think: Brain research supports the theory that
younger learners take in many things and process and organise them at one time.
Teaching ideas holistically, rather than in fragmented pieces, better reflects how
young learners’ brains process information.

It allows for flexibility: Through curriculum integration, teachers can plan for the
development of key skills and understandings that transcend individual strands and
subjects. They can also work with a variety of sources of information.

It allows for differentiation: Teachers can differentiate their teaching for learners with
individual or specific needs. It also allows for individualised assessment.

It helps with time management: integration helps teachers to use their time more
efficiently and fit all the different aspects of the curriculum subjects into their busy day
and full timetable. It also allows them to plan for and include other cross-curricular
areas of learning in their teaching.

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3.
Step One: Broad Planning (long-Term/year plans)

Planning is vital to successful integration. It is important to have a long-semester or

year plan in place so that all the competencies in the curriculum are covered.

In Section 2 of this manual there is an example of a long-term (yearly) plan that

includes all of the competencies and topics of each subject spanning the three
semesters of the school year. There are 18 weeks’ in Semester one and 18 weeks’ in
Semester two (based on a minimum of 36 working weeks in each year).

The long-term plans do not need to be very detailed or specific. Their function is to
incorporate the main areas into a time frame so that teachers don’t discover in
November that they have left important areas. Teachers need to have a long-term,
overarching plan for the year so that parts of the curriculum are not omitted.

Progression is very important. The order in which the components of the subjects are
taught needs to be logical and sequential. This is not the case for all areas of the
subjects. For example it might not really matter if one song is taught before another
but it is not advisable to teach the number 8 before the number 4 has been taught.
Subject components like handwriting, phonics and number concept development
need to be taught in a planned, sequential manner.

Step Two: Finding the Centre

The next step in integrated planning is to choose the central themes or topics. A
theme or topic could be the basis for lessons of one, two or three weeks’ duration. In
the Namibian curriculum the themes and topics in the Environmental Studies syllabus
are probably most suited to this. In section 2 of this manual there are more details on
how a year’s work can be planned using the Environmental Studies themes as the
central integration topics.

This does not mean these themes have to be used in the exact order or form in
which they are presented in the curriculum. Teachers might decide to explore the
topic of ‘Traffic Safety’ in January as many learners are riding their bikes to school or
walking to school after the summer holidays and need to consolidate their skills and
knowledge about being safe on roads. (changed for G3)

Step Three: Specific Planning (Schemes)

Once teachers have their long-term plan in place, and they have selected their topic
for a week or two weeks’ work, they now need the specific details. This will probably
involve a brainstorming session to decide on the different learning areas connected
to the chosen theme. A ‘mind map’ can be a useful brainstorming tool.

This planning, along with the year plans (long-semester overview), can be used to
develop a scheme of work.

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Not all subject areas will fit naturally within the integration topic, and should not be
forced to fit in an unnatural manner. These subjects should be planned for and taught
separately.

Section 2 of the manual includes schemes of work based on the long-term plans.
There are between 6 and 8 topics for each semester and each topic is planned to be
taught over 1 or 2 weeks. These can be adjusted to suit the individual needs of the
teacher and the school with regards to teaching contact time, timetabling and internal
policies. The schemes included here are more detailed than year plans and give an
outline of what will be taught in each subject.

Step Four: Even More Specific Planning (Lesson Plans)

Each scheme of work will form the basis of teachers’ weekly or daily lesson plans.
These are teachers’ specific and personal plans. Many teachers could (and indeed
should) plan together and use the same scheme of work but they should not use
other teachers’ lesson plans, as these need to be more individual and specific to a
certain class and teacher. The lesson plans should contain specific reference to the
resources that will be used, references to the specific page in the text book that the
teacher will use and activities for learning support, homework or differentiation.
These plans should also include the strategies and methodologies the teacher plans
to use, (e.g. group work, shared reading, Think/Pair/Share, exploring concrete
materials, active learning, etc.)

Lesson plans can be organised by day or by subject and can be done daily or
weekly. This manual recommends using a two-part lesson plan: the first part
contains a short weekly overview to outline the main content and weekly
objectives/competencies and the second part contains daily lesson plans written in
preparation for each day, containing the details of the lessons to be taught. The
examples in Section 2 are in this format.

Lesson plans should be written no more than a week in advance as the learning and
needs of the class are constantly changing and developing. Through observation and
assessment teachers should be continually changing and adjusting their plans and
preparing lesson plans too far in advance does not allow for these adjustments.

In Section 2 there is a sample lesson plan intended to help teachers to structure their
personal lesson plans.

Step Five: Materials and Resources

Once the lesson plan for the day/week is ready, teachers need to gather or prepare
the necessary materials or resources. They might need to make sight word flash
cards or find (or write) a suitable first language story to connect with the topic. They
might need to develop a challenging worksheet for more able learners or plan group
work that will allow some time to help a group of less able learners.

Step Six: Implementation

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Now it is time to ‘just do it!’ and implement the plan. Teachers now ‘teach’ what they
have planned, all the time observing, assessing and adjusting their teaching and
planning accordingly.

The scheme of work is the basis for the daily/weekly lesson plans, but what happens
in the class from day to day will affect even the best-laid plans. Plans are just that: an
intention. The strategies used the ability of the learners and other factors outside of
the control of the teacher (weather, celebrations and sickness) can affect the success
of a lesson and, consequently, the lessons that follow. Teacher observation will mean
constant adjustment to the plans.

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4.Evaluation and assessment
There are many different types of evaluation and assessment used in any classroom
on a daily basis. Teachers reflect on, and evaluate their own planning and teaching
(self-evaluation.) All assessment at the lower primary level is informal so teachers
assess the progress of their learners through continual observation (informal
assessment) as well as creating opportunities for more concrete assessment of their
lesson objectives (formal assessment.) All these types of assessment can be
recorded in some way, (e.g. record forms, assessment sheets, teacher’s notes, etc).

Self-evaluation

Good teachers regularly spend time evaluating their teaching. Genuine self-
evaluation is a valuable skill and a beneficial practice in all areas of life. In the
classroom it helps teachers to confirm the strength of their practice and, where
necessary, indicate areas for improvement. It supports their professional
development, and helps them to be confident teachers. Reflective Teaching Practice
is recommended to all teachers.

Reflective Teaching Practice is a process of recalling, considering and evaluating

experiences in the classroom. It requires thinking about how the lesson, or the day,
went and analysing it. Teachers need to look at their objectives and outcomes, their
successes and failures. It is also important to think of the reasons why the lesson
was successful or unsuccessful.

During reflection teachers must ask themselves questions such as, ‘Did I succeed in
my lesson objectives?’ or ‘Did most of the learners achieve the competency I was
aiming for?’ and ‘Why or why not?’ If they feel they are not succeeding in these
objectives they need to ask themselves question like, ‘What other strategy or
approach could I use?’ or ‘Am I moving too fast?’ or ‘Do I need to revise/re-teach
basic skills before I can continue?’ When a problem or difficulty arises they need to
ask questions such as, ‘How could I have handled that better?’ or ‘Could better
planning or organisation have helped to avoid that problem arising?’

Teachers should record these self-evaluations and the answers to the questions as
part of the section on Reflections at the end of their lesson plans. These self-
evaluations and the answers to the questions should be used in lesson planning for
the following day.

The most important thing is that the answers to these questions should inform
future planning and teaching. Self-evaluation is only useful if teachers use it to
try to improve and learn from mistakes.

Continuous Assessment (informal /formal)

Assessment is an on-going, continuous process of monitoring teaching and learning

in order to determine what the learners are able to do, in which areas they need to
improve and whether the learning objectives have been met. It is a tool that

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measures learners’ knowledge and skills and shows where learners have
weaknesses and strengths.

Assessment is also important in order to give feedback to the parents and is used to
vary teaching methods to ensure that every learner has the best opportunity to
achieve the competencies in the syllabus. It is, therefore, closely linked to teachers’
self-evaluation of their teaching and the methodologies used.

The two types of assessment used in Junior Primary are Informal Continuous
Assessment and Formal Continuous Assessment. The purpose of both of these
types of assessment is to help teachers improve their teaching and provide for a
better learning experience for the learner.

The focus should be seen as Assessment For Learning (AfL) rather than
Assessment Of Learning (AoL), which is more common in the upper grades.

Informal Assessment is based on observation, and is carried out as teachers observe

all the learners during the course of all lessons or activities. Teachers will notice who
is paying attention and who is not, who is able to work independently and who
struggles when working on their own. By asking questions, they will determine who
has understood and who has not. By monitoring a written activity they can note who
can complete the task successfully and who cannot. By watching how the learners
move or interact with each other, they will be able to discern learners’ physical or
social skills. The learners’ participation, involvement and contributions to group work
are also observed.

Teachers will continually make small adjustments to their planning and teaching
based on these observations, (e.g. repeat a sentence or remind learners of a topic
discussed earlier). Sometimes these observations might lead to large adjustments,
(e.g. re-teaching an area in which many learners are having difficulty).

Teachers will often make a written note of an observation, (e.g. that a particular child
or group cannot complete a type of sum or are having problem with a particular
phonic) to remind themselves to revise this area or adjust their plans at a later date.
These notes can contribute to the written assessments required.

Formal Assessment is usually planned and generally has a specific purpose in mind.
It is also typically used by teachers to assess the whole class to see if a competency
has been mastered. Teachers might plan an oral quiz, (e.g. to see who can read all
the sight words learned) or a test, (e.g. to find out who can add numbers with totals
up ten). They might also give the class an activity, (e.g. colour and label a picture)
and use it as an assessment of a particular skill, (e.g. their ability write certain letters
or remember vocabulary).

Although this type of assessment is more formal than observation, it should not be
seen as ‘testing’ or conducted in a strict or controlled way. The learners do not even
need to be informed of the assessment.

The results of this type of assessment are recorded and used by the teacher when
completing report cards, record books or learner profiles.

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Again, it is vital to remember that teachers should never assess for the sake of
assessing. The purpose of assessment is not to fill in record books or assign
grades. The most important factor in assessment is what teachers do with the
results. They must use these results to improve their teaching and help
learners overcome their challenges.

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5.Learnig support & multi grade class
Learning support (or compensatory teaching or inclusive teaching) is an essential
element of teaching whereby teachers plan and teach in a way that ensures that all
learners progress and achieve according to their abilities.

Teachers aim to support the learning of the more able learners by challenging them
to deepen their knowledge and skills. This can be done by providing extension
activities that encourage the learner to develop more advanced skills and knowledge,
(e.g. an extra worksheet that adds to the basic vocabulary learned in a lesson or a
Mathematics exercise that involves independent problem solving.)

Teachers must also support the learning of the less able learners who are having
difficulties with achieving the competencies. This can be one of the most challenging
aspects of teaching. Teachers must observe and analyse learners’ progress in order
to recognise areas in which they are struggling and are often required to diagnose
why a learner is having difficulty. They must then develop compensatory or additional
activities to help learners overcome their difficulties. This may include revising an
area or competency with a small group or re-teaching a skill using a different
methodology.

Integrated planning and teaching are useful tools in assisting teachers to provide
learning support for their learners.

Multi-grade classes are those where teachers have more than one grade level to
plan for and to teach. Combining grade levels occurs for several different reasons,
most commonly because of the small numbers of learners within the school (teacher:
learner ratio).

Integrated planning and teaching is also useful in providing for these classes. In
order to support teachers of multi-grade classes a separate, accompanying and
complementary manual, entitled “Integrated Planning and the Multi-Grade Class” is
available. This manual provides additional information and practical examples and is
designed to be used with the Integrated Planning Manual for the relevant grades.

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SECTION 2: Planning

1.Long term / year plans

Introduction to Long- term Plans

Planning is vital to successful integration. It is important for teachers to have a long-

semester or year plan in place before the year begins so they can ‘pace’ themselves,
aim to cover all the competencies and insure that parts of the curriculum are not
omitted.

The purpose of a year plan or long-term plan is to briefly outline the topics and
areas that will be covered over the year and link them to the competencies in
the curriculum.

The year plan is divided into two Semester, semester one and two, and there are 18
weeks’ work in each semester, based on a minimum of 36 weeks in each year (which
varies from year to year).

In this integrated year plan, the topics and areas covered in all the different subjects
are connected to the central themes of the Environmental Studies curriculum.

The plan is divided into 7 columns, each having a subject area, and the main topics
(or content areas) are listed along with the primary objectives and competencies for
that subject. These come from the curriculum.

Sometimes a competency might be listed in more than one semester, as it is a

fundamental skill that will need continuous work throughout the year. Sometimes
competencies are not introduced until the 2nd semester to ensure the plan has focus
and the teacher is not attempting to do too much at once.

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 Long-semester/Year Plan - Grade 3 SEMESTER 1 (week 1 -18) January - June

Environmental Studies First Language (L1) Second Language (L2) Mathematics Arts RME Phys Ed.

THEME: Social Environment Listening and Responding: Listening and Responding NCD: Count concrete object Visual Arts: Lines, Theme: Belonging Theme: Physical
Families, friendship and Listening and Appropriate Listening to stories, rhymes & up to 500 and in 1’s to 500, show 7 draw, The community as a fitness; Athletic;
communities Responding: instructions, poems; Instruction, courtesies & 2’s to 250 ,3s to 90, 4s to models and texture; resource- Adam &
The role of the family members messages, announcements & greetings; vocabulary in context 120, 5s and 10s to 200. patterns; mix Eve, religious Activities: Imitative
and friends , Information about information, mime & role play Re arrange a collection of colours; create non- ceremonies, e.g. activities : The fielder-
school, Public services stories, retell stories: Speaking Speaking and Communicating objects to make them easier geometrical shapes weddings, funerals; run, bend, down, pick
providers and Communicating: Fluent, Pronunciation and Expression: to count e.g. groups of 2,5 roles in a worshiping up, The Sprinter; The
Family culture, national Confident and Imaginative Pronounce Words & phrases; 10. Music: Seasonal & community, e.g. foot, the fielder sp. 8-9,
culture, historical events and Communication: courtesy rhymes & songs; role play Count mechanically up to Cultural songs; loud preaching, cleaning, muscular strength and
people expression, Purposes of instructions, commands & 1000 and backwards and & soft sections; teaching Sp.9 endurance, abdomen,
Traditions of different cultures. Language: prepared & instructions; use new words forwards from any number. improvise a melody; Sp.5, Back, shoulder
Coat of Arms, National unprepared stories; poems and Reading and Viewing: In 1’s to 1000, 2’s to 500 ,3s songs in English & Theme: Phase of life and arms Sp. 10; leg,
Anthem. Religious/non- simple dialogues; personal preparatory exercises incidental to 250, 4s to 250, 5s, 10s to mother tongue; Compare frog jump Sp.9;
religious holidays, Functions of experiences & new events; reading: handle books with care, 500 and 20s, 30s, 50s & 100 Long & Short responsibilities, e. g. Running activities Sp.
different leaders. procedures; interview questions; Phonological awareness and to 750.Orientation 0-1000 sounds Sp. 17; a story of Jesus in 35; grab and follow the
Trading, Earning, Spending opinions; Planning & presenting articulation : clap & count; delete Estimating: 30; write Body percussion; temple, Sp.9; leader Sp. 36; word
and Saving information: prepare & present & replace; short & long vowel; numbers up to 500; Body sounds & growing up Mary play & robot game Sp.
Regional Occupations. Need presentations: beginning, middle & end sound decompose using twenty- instruments Joseph & Jesus, Sp. 36;
and saving money blend & split onset & rimes; frame, doubling 1-100, Dance: Roll & walk, 9; grow up, Hoop jump & jumping
Infrastructure and means of Reading and Viewing: Phonics: familiar blend; halving with & without a play; combine traditional rituals, over the rope, Sp. 36;
communication (Buildings) Perception Skills: diagraphs, diphthongs remainder; Fractions ½, ⅓, movements; confirmation Jewish pattern jumps, jump &
Traditional and modern Visual and Auditory perception Sight Words: identify and use ⅔, ¼, ¾; Place values (999); traditional dances, Bar, Sp. 9 running skills, Sp. 38
houses. Functions of different Organisation and basic sight words in their stories round off to the nearest 10; rehearse dance
rooms. features of Print: handling of Reading for understanding odd & even numbers; techniques; put Theme: The scared Games: the boxer,
Infrastructure and means of books; ,comprehension and for number bonds (friends of right hand to the left Texts, music, arts; sprinter and the
communication (Type of Phonological Awareness and enjoyment : prepared and 50); order & compare knee; balancing Torah & Quran; bicycling, Sp.50, baking
transport and Regional Articulation : long & short unprepared, simple & higher numbers 0-1000; ordinal using body parts; Draw religious a cake, Sp.51; odd man
communication) vowels; blend & split syllables; order questions numbers ,1st – 25th coordinating arms symbols, Judaism, out Sp. 51; free tag Sp.
Types of transport in the Phonics: 2 & 3- letter blend; information from books decomposition (three-digit and feet; walk using Islam, Christianity 52; all in tag, Sp. 52;
community consonant & vowel diagraphs; Reading for information numbers) up to 1000 sequences of Sp. 11 Amagus; Competition-
Types of communication and trigraphs, quad graphs; Find and extract information Problem Solving : 0-50 directions Theme : children’s relay in groups, Sp. 40;
their purpose. Different road diphthongs; sight words, Writing: Handwriting; copy Computation: 1-500 Drama: Dramatize right and London Bridge is falling
signs. Emergency numbers. Decoding strategies: words, correct pattern, formation Short stories to addition & and role-play responsibilities down
Weather, season and the Apply phonic skills by designing & spacing, creative writing: subtraction. seasonal events, Right to say No and
environment ( Autumn & own picture books for reading cartoons, stories, & articles Ph 1 & 2 add, decades, Ph 4 mine traditional be assertive in Themes: Athletics;
Winter ) Comprehension strategies Spelling and Dictation : -5 add, Ph 1 subtraction, 2 stories, wear refusing negative Activities: Throwing
Autumn& Winter -weather : answer orally and in writing Spell words and dictate longer digits- decades; phase 3 -4 traditional clothes, touching activities, Sp. 39;
changes literal and high order questions sentences subtraction; Revision beginning, middle
Reading Silently and Aloud: Language Structure, Grammar Measurement: Length: and end of the Theme : Personal Theme: Sport skills
Theme : Health fictional texts; informational and Language Use: vocab., non-standard unit; drama; drama Value Activities: Role the
Safety and Nutrition texts; prepared & unprepared Capitals/punctuation: question standard units of cm & m; techniques; show Friends in everyday ball, forwards with both
text marks, comma, exclamation draw straight lines awareness of life hands; Dribble objects
Healthy and safe lifestyle:
Infectious diseases signs and Response to Literature: Parts of speech: common nouns, Time: Days of the week, audience, using hands & feet;
characters, settings & plots; pronouns, possessive, adjectives Time in hours, half & quarter Dramatize using Throw objects ; Bounce
symptoms. HIV/AIDS
IPM TEACHER’ S MANUAL GRADE 3 NIED 2023
15
 Parts of the body, changes, structure of the story, Tenses: present continuous, of an hour; Months of the puppets; Mime the ball; Three against
emotions and senses: Private simple past, Sentence year; abstract ideas: one Sp. 48; keep the
and non-private body parts. construction: statements and Mass: correct vocab. wind, storm ball in the air
Internal organs and functions. Writing: Handwriting; 5 lines of questions, yes/no, who, when, Capacity: correct vocab;
words, letter formation, spacing what, order & compare
Parts of the body, changes, and rhythm; Forms of writing: Word study: segment words, add Area: Compare area of
emotions and senses: paragraphs stories, cartoons & ‘s’, irregular verb, Spelling: sound different shapes
Decision making: Controlling articles, Language Structure, out words, visual memory, Time: Days of the week;
emotions Grammar and Language Use: spelling rules months of the year calendar,
Healthy food and eating Capitals and Punctuation; Parts time line
habits( food storage and of Speech, Tenses: Simple Money: All coins and some
preparation) Present and Simple Past using notes (N$10, N$20 & N$50)
regular and irregular verbs Geometry: Revise 2D
Present Continuous and Future shapes; sort out shapes (2D
tense ; Sentence Construction; & 3D) using geometric
Conventions and Rules; Word properties; right angles;
Study Draw & make shapes,
Spelling and dictation create patterns & models;
Strategies identify angles in objects;
(see competencies in the identify & name 2D & 3D
syllabus) Data Handling: collect,
organise, display, interpret &
analyse data

Long-semester/Year Plan - Grade 3 SEMESTER 2 (Week 19 – 36) July - December

Environmental First Language (L1) Second Language (L2) Mathematics Arts RME Phys Ed.
Studies
Themes: Athletics;
Theme : Health Listening and Responding: Listening and Responding NCD: Count concrete object Visual Arts: Activities: Throwing
,Safety and Nutrition Listening and Appropriate Listening to stories, rhymes & up to 1000 and in 1’s to 1000 Models of Animals & Theme : social activities, Sp. 39;
Taking care in Responding: instructions, poems; Instruction, courtesies & in 2s to 500, 3s to 160, 4s to peoples Spaces between Value
potentially dangerous messages, announcements & greetings; vocabulary in context 180, 5s and 10s to 500. shapes; Thick & thin Democracy Theme: Sport skills
situations: Safety information, mime & role play Count mechanically up to 1500 paints; show expression Breaking rules Activities: Role the
measures stories, retell stories: Speaking Speaking and Communicating and backwards and forwards Sp. 12; memory and Theme : Personal ball, forwards with
Traffic safety: Safety for and Communicating: Fluent, Pronunciation and Expression: from any number. In 1’s to imagination; Social skills Value both hands; Dribble
cyclists Confident and Imaginative Pronounce Words & phrases; 1500, 2’s to1000 ,3s to 500, 4s Sp. 11; mixed media Sp. Friendship in objects using hands
Online Safety : Being Communication: courtesy rhymes & songs; role play to 500, 5s, 10s to 1000 and 15; everyday life & feet; Throw
safe online ( personal risk expression, Purposes of instructions, commands & 20s, 30s, 50s & 100 to 1500 Bad friendship objects ; Bounce the
associated with sharing Language: prepared & instructions; use new words Orientation 0-1500; Music: Body clapping & Theme: Religion ball; Three against
personal information, unprepared stories; poems and Reading and Viewing: Place values 1-1000; Round instruments and Environment: one Sp. 48; keep the
good and bad online simple dialogues; personal preparatory exercises incidental off to the nearest 100, Odd & Body percussions Trees in religious ball in the air
behaviours) experiences & new events; reading: handle books with care, even numbers; doubling (1- instruments, improvise traditions
procedures; interview questions; Phonological awareness and 250); Halving (1-000) of odd & melody; beat & rhythm; Themes: Motor
opinions; Planning & presenting articulation : clap & count; delete & even numbers; decomposition fast & slow tempo; Theme: Festivals: Skills
Theme: The Natural information: prepare & present replace; short & long vowel; (four-digit numbers) up to Challenging songs using African traditions Activities:

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Environment presentations: beginning, middle & end sound 1500, ordering & comparing 0- Namibian language & and religion ; Trees Locomotors
Plants as living things blend & split onset & rimes; 1500 English; Play instrument; in religious movement; Feet &
Effects of light and water presentations: Phonics: familiar blend; diagraphs, Problem Solving : 0-100 long and short sounds ; traditions Sp. 13; hands; Body parts;
on the growth of a plant. diphthongs Computation: 0-1000 Faster & slower tempo; Arrest & Straddle sitting, Sp.
Flowering plants, Plants Reading and Viewing: Sight Words: identify and use Phase 1: Multiples of 100 + 2 Dance & Drama: condemnation of 21-22
as medicine – poisonous Perception Skills: sight words in their stories digits, phase 2: 3 digits; Multi – Flow and sustained Jesus; traditional
and non-poisonous Visual and Auditory perception Reading for understanding step movements ceremony or Games: Traditional
Animals as living things Organisation and basic ,comprehension and for Addition, subtraction Contrasting movement by festivals; Dramatize games; cat and
Animal conservation and features of Print: handling of enjoyment : prepared and multiplication 200-999, times putting right hands to left crucifixion of Jesus mouse; Free tags
food chain books; unprepared, simple & higher order 2, 3, 4, or 5, and division by 2, knee; use sequence of Sp.52; Baking a
Water – its uses Phonological Awareness and questions 3, 4, 5, and 10 directions and Topic of own cake, Three against
,conservation and Articulation : long & short information from books Short stories to solve Addition movements; move freely one
pollution vowels; blend & split syllables; Reading for information & subtraction problems; to music focusing on
Saving water Phonics: 2 & 3- letter blend; Find and extract information Measurements: different parts of the
Weather , seasons and consonant & vowel diagraphs; Writing: Handwriting; copy words, Mass: estimate, measure & body; Drama activities &
the environment trigraphs, quad graphs; correct pattern, formation & compare weights, Standard effects Sp. 25;
Spring and Summer diphthongs; sight words, spacing, creative writing: cartoons, unit (g, kg) Exaggerate common
Properties and uses of Decoding strategies: stories, & articles Length: Draw a straight line in gestures and spatial
materials Apply phonic skills by designing Spelling and Dictation : given cm & m, widths and awareness; combine
Heating and cooling own picture books for reading Spell words and dictate longer heights and record speeds when moving;
Caring for the Comprehension strategies sentences Capacity: Vocab., measure perform drama to
environment : answer orally and in writing Language Structure, Grammar everyday object; measure and audience;
Clean up literal and high order questions and Language Use: record capacity using Play character in different
The Earth, the Moon , Reading Silently and Aloud: Capitals/punctuation: question abbreviation l and ml situations; Voice
our Solar system and fictional texts; informational texts; marks, comma, exclamation Time: Use a calendar to obtain techniques; traditional
the Universe prepared & unprepared text Parts of speech: common nouns, specific information; revise use songs; Voice
The Sky Response to Literature: pronouns, possessive, adjectives of calendar; Time & minutes characteristic &
Forces , motion and characters, settings & plots; Tenses: present continuous, on a clock, use time line movement
energy structure of the story, simple past, Sentence Area: Relate area to a surface
Saving energy construction: statements and within a boarder
questions, yes/no, who, when, Money: All coins & notes to
Writing: Handwriting; 5 lines of what, N$200, their values and
words, letter formation, spacing Word study: segment words, add relevant properties
and rhythm; Forms of writing: ‘s’, irregular verb, Spelling: sound Demonstrate buying & selling,
paragraphs stories, cartoons & out words, visual memory, spelling work out changes up to
articles, Language Structure, rules N$100; express cents in
Grammar and Language Use: dollars
Capitals and Punctuation; Parts Geometry: Geometrical
of Speech, Tenses: Simple figures; identify right angles;
Present and Simple Past using create models using papers &
regular and irregular verbs recycled materials; recognise
Present Continuous and Future angles; Location, position &
tense ; Sentence Construction; movement of objects: locate &
Conventions and Rules; Word describe objects from various
Study directions;
Spelling and dictation Strategies Data Handling: Collect,
(see competencies in the organise, analyse, interpret
syllabus) and display data on a graph

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2.
Introduction to ‘Schemes of Work’ for Grade 3
The Schemes of Work for Grade 3 are based on 36 weeks in a school year (which is
the minimum number of weeks in school.) The year is also divided into 2 semesters:
Semester 1 (weeks 1-18) has 12 topics of integration
Semester 2 (weeks 19-36) has 14 topics of integration

Since most schools spend up to 40 weeks in school, the schemes should be adjusted
and extended to suit the individual needs of the teacher/school/region. The amount of
time spent on each topic will vary from class to class, but will usually be between 1
and 3 weeks.

The order of topics is not rigid and teachers can decide to change the order of the
topics. For example if a teacher wanted to cover the topic of ‘Forces, Motion and
Energy’ earlier in the year s/he could do so by swapping it with another topic in
Semester 1, (e.g. change it with the topic ‘Earning, Saving and Commercial
Activities’) but s/he would need to adjust the content of the scheme accordingly.
Some of the content would not be affected by being taught earlier in the year (the
stories, vocabulary, songs, etc.) but other progression-based content would
(Mathematics, phonics, PE, sight words, etc.). The teacher would need to carefully
review the content and adjust it to suit the needs and abilities of their class at that
time. For more details please refer to the Lower Primary Curriculum pg. 91-92.

The details of the schemes may need to be adjusted depending on the availability of
resources, materials and text books. If teachers have chosen to use workbooks or
have a class set of readers available to them, they can add them to the schemes of
work, adjust the schemes of work to include it, or simply use it along with the
schemes of work. In some cases, following the scheme of work will mean that text
books or readers are not used in a strictly sequential manner. Stories and activities
can be taken from text books to provide or supplement the content in the schemes.

Some examples of stories, poems, songs and games are mentioned in the schemes.
These are just examples that link to the integration topic (and they are included in
Section 3, under Resources). Teachers are encouraged to use their own stories,
poems, songs and games collected from various sources. Some teaching
methodologies and strategies are also mentioned. Again these should be treated as
suggestions. These are briefly outlined in Section 3, under Terminology and
Glossary.

Overall, the content of the Schemes of Work should be flexible. Teachers can design
their own Schemes of Work or add to and adapt the schemes in this manual to suit
their own needs.

Environmental Studies

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All integration topics are chosen from the Environmental Studies syllabus and
content for the other 6 subjects is integrated and linked to this where possible. Each
of these integration topics comes from one of the three Environmental Studies
themes: The Social Environment, Health, Safety and Nutrition, and the Natural
Environment.

Environmental Studies also has its own subject content to be taught and ideas for
exploration and investigation. W hen teaching the subject of Environmental Studies,
the integration topic is looked at from a scientific and factual point of view.

Languages: Mother Tongue or First Language (L1)

Second Language (L2)

The development of language and literacy is central to Lower Primary education. In

Grade 3 the medium of instruction should be mother tongue so that learners can
continue to develop fundamental concepts in a language they understand. They are
also learning a second language, and, although the focus is primarily oral, this
second language can also be used to practise the reading and writing skills learned
in their first language.

Listening and Responding, Speaking and Communicating, Reading and Viewing, and
Writing are the four skill areas in Language but these have many components. For
example, the first two skills need vocabulary and language structures. In learning to
read and write learners must, among other things, continue to develop phonological
awareness, an understanding of phonics, learn to recognise commonly used words
and learn about and practise letter formation.

The content taught in both languages will, as far as possible, be closely connected to
the topic of integration. The teacher should try to choose stories, poems and songs
that are linked to the topic. Of course this is not always possible (especially some of
the nursery rhymes and nonsense poems used in the early grades) but these can still
be taught.

Teachers should also discuss the topics in a learner-centred way and teach
vocabulary and phrases to aid this. As with other subjects, some areas of language
teaching will need a particular progression, regardless of the topic, (e.g. phonics and
handwriting). This could be linked to a text book or teaching programme.

Over all, the progression of phonics and handwriting will have to take into
consideration school policies or published schemes/programmes. For example, if the
school is using THRASS (Teaching Handwriting, Reading and Spelling Skills);
teachers will have a different system and order for teaching phonics and handwriting.
If a teacher is using a handwriting workbook, (e.g. Pollination’s publication,
Handwriting in Namibia or Out of Africa’s publication, Handwriting Grade 3) the
scheme will have to be adjusted.

For those not using a specific programme, the details contained in the scheme
suggest a phonics progression (order of introducing letters and letter sounds).
Handwriting progression is closely linked to phonics. In grade 1, learning to write the
letters (tracing and copying etc.) is introduced at the same time as the name of the
letter is learned and the letter sound(s) are studied in phonics. Grade 2 consolidates
the formation of these letters. This can continue in Grade 3 but handwriting lessons

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19
at this level are more about practicing skills learned to develop speed, fluency and
accuracy.

The suggested sight words are based on the Dolch list and introduce words
according to frequency, although the teacher may choose to introduce them in a
different order. The entire list for grades 1-3 (and the suggested number to teach
each year) is included in Section 3 of the manual.

First Language (L1) is subdivided into three sections:

1. Listening and responding covers the oral content of the lesson, particularly
vocabulary, so this section outlines possible oral activities connected to the
integration topic. It is still very important in Grade 3 to spend time on oral activities,
(e.g. discussions, oral language activities and listening games) particularly before
asking learners to read and write. Learners should be showing their understanding
by listening and responding appropriately.

2. Speaking and Communicating has more to do with using correct language

conventions and structures, (e.g. accurate grammar, pronunciation and word order,
etc.).

At this stage, learners move from ‘daily news’ to giving informal and formal talks. This
is a valuable learner-centred tool for integrating all of the language skills and useful in
practicing correct language structure.

3. Reading and Viewing in Grade 3 continues to emphasise comprehension.

Learners still learn ‘sight words’ and phonics but at this stage, there is greater
attention given to reading for a purpose, (e.g. for leisure, to find information, etc.).

Phonological awareness is still very important and, although a speaking and listening
activity, is essential for early success in reading.

4. Writing in Grade 3, concentrates on fluency, speed and accuracy of handwriting as

previously mentioned. It also further develops learners’ creative writing skills.
Different content for a grammar or Language Structure lesson is also suggested with
each scheme.

Second Language (L2) is divided into two sections;

1. Listening, Speaking and Understanding is still the primary focus for most of Grade
3 but there is growing attention given to the skills of reading and viewing, and writing.

Phonics is also included in this section and is primarily concerned with the oral
aspects of listening to and pronouncing sounds, although, at this stage, the
application of phonics in reading becomes important. Learning phonics should still
be explored in a fun, casual way. Suggested vocabulary or phrases are also
included in the schemes.

The use of the ‘daily news’ can be utilized in L2 also but at a much more basic level
than would be expected in L1.

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2. Reading and Writing is becoming more of a priority in learning a second language
in Grade 3. Writing and reading skills learned in L1 could be practiced in a L2 lesson
where appropriate. Phonics and sight words can also be introduced, although initially
at a much slower pace than in L1.

Mathematics

Mathematics and numeracy is another key skill to explore and develop in the Lower
Primary Phase. However it is not always suited to integration. Sometimes the content
of a problem can be linked or an element of data handling or measurement might fit
with the topic. Integration should not be forced. Mathematics should be taught in a
logical and sequential manner. It is divided into six components:

1. Number concept development (NCD) builds learners’ understanding of number

and what numbers mean. It explores counting, numbers, ordering, comparing,
grouping and subitising numbers and number patterns.
2. Computation helps learners manipulate numbers, particularly through addition and
subtraction. The concepts of multiplication and division are also introduced in Grade
2.
3. Problem Solving uses understanding of number and computational skills to
develop mathematical problem solving of everyday practical situations.
4. Measurement explores topics such as time, length, mass, capacity, area and
money
5. Geometry explores topics such as geometrical figures (shapes)
6. Data Handling looks at collecting simple data and displaying it using pictographs

The textbook used may also influence how Mathematics is taught and in what order
topics are introduced. However textbooks should not be treated as a curriculum.
Good, reflective teaching will often require the teacher to use different methods and
progression than those suggested in the textbook.

All six components are not given equal time. The key components are number
concept development, computation and problem solving. These are taught every day.
Measurement, geometry and/or data handling are taught as part of every integration
topic but are not taught every day.

Arts

‘Arts’ activities of every kind are especially suited to integration, particularly with the
languages. Learners should be encouraged to take part in a wide and varied
exploration of the ‘creative arts’ especially as activities linked to other subjects.

Arts Education has four areas:

1. Visual Art includes all kind of drawing, painting, creating and craft activities.
2. Drama includes role-play, acting out, using puppets and masks, telling stories and
playing imaginative games.
3. Music includes exploring a variety of songs and rhythms in various languages.
4. Dance, often closely linked to music, physical education and drama, includes
exploring the movement of the body.

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Physical Education (PE)

Physical Education is concerned with healthy physical development and exercise. It

covers different areas such as fitness, athletics, sports skills and gymnastics. It also
develops skills needed to play games, promotes team spirit and co-operation, and
encourages living a healthy lifestyle.

The Physical Education scheme is based on the teaching materials and content of
the 2005 Physical Education Syllabus Guide. The page references and activities
mentioned are described in that manual.

Religious and Moral Education (RME)

RME as a subject is based on the content outlined in Religious and Moral Education
Grades 1-4 Teacher’s Guide by Robin and Penny Minney (produced by MBESC in
2005) and is integrated and linked where possible. In order to make a better link with
the topic of integration, the themes/units of work are sometimes taught in a different
order from that in the guide. Sometimes this will need further adjustment, especially
with regards to Semester 1 and the topic of Easter, (i.e. the integration of Theme 2
and Theme 4 will need to be re-organised depending on when Easter falls that year).

The Layout of the Schemes of Work: (suggest putting this after the
overview)

The first line tells us the theme and sub topic – these come directly from the
Environmental Studies curriculum.
The topic of integration is written on the next line and is also written in the circle in
the middle of the page
The week(s) and the semester for which the topic is planned are underneath the
topic of integration. The week or dates will, of course, vary from school to school.

Theme 1: The Social Environment Sub topic: Culture

Topic of Integration: Culture and traditions Weeks: 5-7 SEMESTER 1

The rest of the scheme is laid out in a spider web / mind map format. The integration
topic is in the centre and the 7 subjects are in ‘bubbles’ around it.

The subjects that The integration topic The subjects that don’t
can be integrated is in the circle in the integrate in a natural
are connected to centre of the page. way are not connected
the centre to the centre

Overview of the themes and (sub) topics (from the Environmental Studies
curriculum) and topics of integration

SEMESTER 1

Week Theme Topic (sub topic) Topic of Integration

1 -4 1.The Social Families friends and Role of the family members and
Environment communities friends

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22
5-6 1.The Social Family culture, national Culture and traditions
Environment culture, and historical
events and people
7-8 1.The Social Trading, earning spending Occupations
Environment and saving
9 1.The Social Infrastructure and means Traditional and modern houses
Environment of communication:
(building)
10-11 1.The Social Infrastructure and means Types of transport and Regional
Environment of communication: communication
(transport and
communication
12-13 2.The Social Weather ,seasons and the Autumn and winter
Environment environment
14-15 Health, Safety Health and safe lifestyle Infectious diseases
& Nutrition
16 2. Health, Parts of the body, Body parts
Safety & changes, emotions and
Nutrition senses
17 Health safety Parts of the body, Decision making
and Nutrition changes, emotions and
senses
18 Healthy ,Safety Healthy food and eating Food storage and preparation( this
and Nutrition habits topic and scheme of work are used
as the basis of the sample lesson
plan later in the manual)
19. Revision

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23
SEMESTER 2

Week Theme Topic (sub topic) Topic of Integration

20 2. Health, Safety & Taking care in potentially dangerous Safety measures
Nutrition situations
21 2. Health, Safety & Traffic Safety Safety for cyclists
Nutrition
22 2. Health, Safety & Online Safety Being safe online
Nutrition
23-24 3. The Natural Plants as living things Plant growth and
Environment uses
25 3. The Natural Animals as living things Animal
Environment conservation
26 3. The Natural Animals as living things Food chain
Environment
27-28 3. The Natural Water – its uses, conservation and Saving Water
Environment pollution
29-30 3. The Natural Weather ,seasons and the environment Spring and
Environment summer
31 3. The Natural Properties and uses of materials Heating and
Environment cooling
32 3. The Natural Caring for the environment Clean up
Environment
33 3. The Natural The Earth, the Moon, our Solar System The sky
Environment and the Universe
34-35 3. The Natural Forces, motion and energy Saving energy
Environment
36 Revision

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24
 SEMESTER 1
THEME: THE SOCIAL ENVIRONMENT Topic: Families, friends and Communities
Topic of Integration: Role of the family members Weeks: 1-4
First Language Arts:
Listen & Respond: Daily news (Think, Pair, Share) Listen to grade- level Visual art: Demonstrate lines: thick, thin,
appropriate stories about families, friends and their communities. Answer straight, jagged, continuous or broken lines
questions, present information, do miming and role plays. Music: recognise long and short sounds
Speaking & communicating: talk about the roles of their families at home. (duration)
Interview a family member about their roles and responsibilities. Discuss about Dance: move freely to music focusing on parts of
good and bad friendship, and how to be a good friend to others. Tell stories the body, e.g. roll at a low level, walk on toes etc.
about services in their communities. Drama: dramatize how chores can be shared at
Use everyday language fluently with expression through stories, poems and home, how to be a good or a bad friend. Act out
songs. Recount/recall personal experiences and express feelings and as service provide ( any)
opinions.
Discuss personal likes and dislikes using clear details Second Language
Vocabulary: parents, sibling, grandparents, nephew, niece, oldest/eldest, Listening & responding: Listen to story//poem
youngest, brother, sister, cousins, friendship, service providers, etc. and retell parts of it. Simple greetings on
Read & Viewing: Read prints from left to right, top to bottom, page by page. introducing oneself. Role-play roles of family
Modelled and shared reading of a story about families, friendship and members. Listen to a story about good/bad
communities. Identify and count syllables. Delete and replace syllables to friends. E.g. The Little Red Hen IPM Gr 3 page
make new words Read stories, rhymes and poems and retell to show 83-84,
understanding Vocabulary: different family members (father,
Sight words. Revise Grade 2 sight words (page 111) mother sister, bullying, secretes, friendship, care,
Phonics: Recognize letter names and letter sounds and the alphabet love, help, little, school, communities, etc
sequence. Read words which start and ends with 2 blends. Speaking & Comm. Retell stories about family,
Writing: Write short sentences about families, friends and communities and friends and their communities
share writing with others. Write creative stories. Give description of own families. Self-
Handwriting Demonstrate correct pencil grip, body posture and Introductions (name, age, gender etc.)
correct letter formation Reading & viewing: Read words/ sentences of
Language Structur e: read and write sentences/ stories use correct story/poem/song about family and friends.
punctuations (capital letters, full stops, commas, question, apostrophes and Identify rhyming words. Clap and count syllables.
exclamation marks). Identify, name and use countable and uncountable nouns . Phonics: Words with familiar blends e.g. spl-
(split, splash), spr- (spring, spray, etc.)
Environmental Studies Writing: Copy words of about 5 lines, short
Content; The roles and support of family sentences with correct spacing/ rhythm + letter
members. The fostering and adoption in a formation.
family group. Attribute of good friendship. Start own vocabulary list
Discuss how to help friends. Identify good and Role of the family Language Structure: Capitals and punctuations
bad secrets. members e.g. (full stop, comma, question mark etc.). Use
Know relevant information about school. The common/proper nouns in reading. Add‘s’ to make
various public services provided in the local nouns plural. Types of sentences /statements
community or nearby. (speaking/writing)
Explore/Investigate: Dramatise/ discuss
how work can be shared and contributions at
home. Conduct a survey, what makes a good Mathematics
friend as well as types and effect of bullying NCD: Orientation 0 -100. Teach any of the various aspects Physical
and to seek for help. Design a structure of the of NCD (counting, estimation, ordering and comparing,
management of the school. Visit the nearby representing numbers, doubling & halving, place value, Education
support group and find out by support provide decomposition, number patterns, odd, even numbers & Theme: Physical
(clinic) write a short report on the visit. Group rounding off, ( See the year plan/ syllabus. (E.g. estimating Fitness
work – list different support groups in your & counting). Estimate number of objects up to 30 by Activities:
community. Make a simple map of the counting. Imitative
community services Problem solving Activities
Display Table: Display simple map of Solve, interpret and write story problems about every day Theme: Athletics
community and local services. Poster / events leading to additions and subtractions in the range 0- The fielder: Run,
pictures/ photos of the families, friends and 50. bend, down, pick
the school management structure etc Computation: 0- 100 up an imaginary
Phase 1 addition (P+ 1): decades + 2 digits by splitting: ball and throw to
40+34=40+30+4 =70+4 =74. wicket.
RME Phase 4 addition (P+ 4): column notations for decades + 2 The sprinter: The
Theme: 1 Belonging foot
digits (see TM). Times Table X 3
Unit 3: The community as a resource Measurements: Length - vocabulary for length; Revise non- The fielder,
Unit 1.2 a story of Adam and Eve (Genesis 2: Theme: Game (s)
standard units. Time - Days of the week, relate to events &
7) The boxer,
occurrences of the day.
Unit 1:4 who helps at times of religious Geometry: Revise 2D shapes and introduces the Pentagon sprinter and cycler
ceremonies, e.g. wedding, funeral
(identify and name)
THEME 7: Personal values: Unit 7.3 Good
Revision: Choose from Times tables of 2, 5 and 10.
and bad friendships

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 1
THEME: THE SOCIAL ENVIRONMENT Topic: Family culture, national culture,
historical Events and people
Topic of Integration: Culture and Traditions Week: 5-6

First Language Arts:

Listen +Respond: Daily news (Think, Pair and Share). Listen to a story and put Visual Art: Make models and texture
details in correct order. Learners will listen to a grade - level appropriate story about of people
culture and traditions. Music: Sing songs from different
Speak and communicate: Learners inquire by interviewing people for particular cultures in a contacted group and the
purpose e.g. traditions for weddings, funerals and childbirth. Retell a story in a National Anthem
correct order. Express own ideas on cultural events which they have experienced. Dance/drama: Wear traditional
Say poems and rhymes. Sing related songs. clothes, play traditional dances, mime
Vocabulary: traditional attire, food, cultural events, dances, national dates, etc. traditional stories using simple masks
Read + View: Demonstrate the proper way to handle books Rehearse dance techniques
Distinguish short and long vowel sound. Show beginning, middle and end of a
Modelled & Shared Reading: Answer comprehension questions orally about the drama
reading text. Learners read articles from newspaper extracts about national culture
and historic events.
Sight words: Revision of learned sight words + 10 new words (IPM p.111-112) Second Language
Phonics: Recognize letter sounds and names of the alphabet. Read simple and Listening & Responding Ask
compound sentences with letter blend words. Read words with diagraphs: ow-own, , learners to listen to each other share
oe-toe, oa-coat, ea-read, sh-ship, ch-chair, th-throw, wh-whale, ph-phone. information about: own culture/
Write: Write own stories about a historical event. Compile a song, poem, cultural food/different events/ act
rhyme/paragraph about their own culture. Write dictation words of two letter blends. cultural songs/dances. Listen to
cultural stories.
Handwriting:. : Demonstrate rhythm and speed in writing Learn cultural song/poem/rhyme
Vocabulary: play, games, tradition,
Language Structure: Use pronouns (you, he, she, it, I) and prepositions ( on, in, at, culture etc.
under, next, between, in front, beside).. Speaking & Comm.
Discuss different cultures in Namibia/
Role-play different greetings.
Say rhymes and songs on culture
and traditions
Reading & Viewing; Read words
with same repetition of initial sounds
Environmental Studies e.g (Peter piper picked a peck of
Content: The traditions of Culture and traditions pickled peppers). Read long/short
different cultures in Namibia. The vowels e.g ai- (pair, hair, fair etc.) ow-
meaning of the symbols on the (cow, low, snow, now etc.) Read
Namibian Coat of Arms. short texts and answer simple
Distinguish between religious and Mathematics questions
non-religious holidays. Correct NCD: Orientation 0 -100 various aspects of Sight words Identify sight words in a
pronunciation of words of the NCD Decomposition: Recall number bonds 0- short text e.g.: he, she, at, be (see
National Anthem. Functions and 30 (thirty-frame); doubling numbers up to 100; page 111 IPM)
the differences between local, halving numbers with and without a Writing: Write 10 sentences of about
traditional and national leaders. remainder. Rounding off to the nearest ten 50 words on culture. Write a
Explore/Investigate: Find different Computation: 0 -100.
cultural traditions information in the
paragraph about 100 words in length
Phase 1 subtraction (P 1) (see TM) 2-digits - using correct language structure
community and represent for others.
Learn songs from different cultures
decade: 64- 20 only in column notation; Times about traditions.
drama /dance day wearing traditional table x 4. Write a list of new vocabulary about
clothes. Mime/tell/role-play traditional Problem solving culture and traditions.
stories using simple masks. Group Record appropriate ways to find solutions Language Structure: Use pronouns
work – poster, small book with using concrete objects (additions and I, you, he, she, it etc. . Identify and
pictures and different duties of local, subtractions) in the range 0 - 50. use possessive pronouns e.g. (It is
traditional, national leaders and Measurements: Time: Days of the week; our car, it is theirs etc.)
president. months of the year; relate common
Display Table: Display the National occurrences at home and in the community to
flag and the Coat of Arms posters, Physical Education
drawings, pictures/ photos or real days, weeks and months. Use the calendar; Theme: Physical Fitness
traditional clothes. Pictures of duration of events; use of a time line. Activities: Muscular strength and
Namibian leaders / president. Area: Relate area to the surface inside borders endurance
of a given shape using non- standard units. Abdomen
Geometry: Further investigate 2D and 3D
Back
RME shapes using geometric properties . Shoulders and arms
Theme: 2 Phase of life Revision: P+ 1 and 2 & P+ 4- and 5-times THEME: Motor skills
Unit 2:1 compare responsibilities tables of 2, 3, 4, 5 and 10. Maintenance of ACTIVITIES: locomotor movements,
e.g. story of Jesus in temple) computation < 100, stepwise approach (add. jumping on the spot in various ways
Luke 2:44) & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 1
THEME: THE SOCIAL ENVIRONMENT Topic: Trading, Earning, Spending and Saving
Topic of Integration: Occupations Week: 7 - 8

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Visual Art: Create non geometrical shapes using
Let learners tell others anything they know about occupation. Listen and manufactured and natural objects.
respond to a sequence of verbal instructions, messages, Music: Sing more challenging songs in a conducted
announcements and information about occupations, and respond to group in English and mother tongue.
questions. Dance and Drama
Speak and communicate: Interview a prominent member of the Demonstrate walking using a sequence of direction
community about his/her occupation. Discuss with others about their by changing force and flow
future occupations. Express ideas on different occupations. Use correct -Show awareness of audience.
intonation and pronunciation.
Vocabulary: street vendors, shopkeepers, craftsman, customers, etc.
Read + View: Segment words into syllables Second Language
Modelled and shared reading of a story about different occupations. Listening & Responding: Listen to story about a
Sequence pictures, diagrams correctly. Answer comprehension and doctor/teacher/ nurse/ pastor etc. Do a miming
high order questions correctly. Read fictional text silently with about Following/Giving instructions-occupations.
understanding. Vocabulary: teacher, farmer, mechanic etc.
Sight words: Revision + 10 new words Speaking and comm. Discuss different
Phonics: Read 3-letter blend words and three or more simple sentences. occupations in the community using new words.
Read dictation 2 & 3 letter blend words-bl-blue, cl-clown, fl-flag, gl-glue, Revise: articles + contractions e.g. ‘a’ and ‘an’
pl-plant; sl-slow, scar, sk-sky//Write dictation of words correctly-ow-own, Reading &viewing:
ui-fruit, oe-toe, oa-coat, ea-read, sh-ship, ch-chair, th-throw, wh-whale, Read a story on different occupations and answer
ph-phone. questions.
Write: Write dictation words and sentences correctly. Write stories Answer simple and higher – order questions e.g.
about their future plans. Write simple interview questions about certain simple questions (what, name, list, do, does etc.)
occupation of their own choice ( the teacher have to give examples of higher order questions- (why, which, who, when
the questions) etc.)
Handwriting: Demonstrate speed in writing. Phonics: diphthongs in isolation oi (boil, soil) and oy
Language Structure: Add “es” to form plurals. Use “y to i” to form plural (toy. boy, etc.)
e.g. dye-dies /fry-fries. Identify homophones. Writing: Write own sentences (story) about
occupations. Use correct spacing, rhythm, letter
formation + punctuation
Environmental Studies Add new words to vocab. list.
Content: Regional main occupations Language Structure; Use/demonstrate
prepositions in e.g. in, in front, above, against etc.
and why they are needed. The Occupations use articles + contractions in writing
comparison of occupations in rural and
urban settings. How different jobs
complement each other. Discuss the
need of saving money and how and
where to do it. Mathematics Physical
Explore/Investigate: Discuss the NCD: Orientation 0 -200 various aspects of NCD
need of main occupations in the
Education
Estimating: Estimate the number of 50 objects by Theme: Athletics
region. List and compare different appropriately grouping & count. Numbers bonds: friends of Activities: Hoop jump
occupations in urban and rural 30 and jumping over the
settings. Visit factories and craft Computation: 0 - 200. rope
centres and list them. Invite the Bank Phase 4 subtraction: 2 digits - decade,
consultant to the school to explains
Game(s)
Not bridging the 10: 54 - 30 in column notation only .Multi Competition
saving of money. Participate in
step problems: Solve chain sums up to 500 -Relay in groups
buying and selling (fund raising Problem solving: Solve story problems and explain the
projects) THEME: Motor skills
strategies used (additions and subtractions) in the range 0- ACTIVITIES:
Display Table: craftwork, posters
50 locomotor movements,
with examples of items/ objects,
Namibian currency, pictures, and and balancing
Measurement: Mass: Estimate, measure & compare
drawings. everyday objects with reasonable accuracy using grams.
Money: Name and identify all coins and $10; $20: N$30 and
RME $50 notes, discuss their value and properties.
Theme: 3 Data handling: Collect, organize, display and interpret &
The sacred analyse data appropriate to the theme. Use appropriate
Texts, music and art statistical vocabulary.
Unit 3.3:3.4: Attitude to the sacred Geometry: Draw/make shapes showing essential spatial
text features (e.g. join five sticks or straws of equal length to
Unit 3.2: Listen to / sing traditional form a recognizable pentagon)
modern songs with different moods Revision: Choose from: P+ 1, 2, 3 & P+ 4, 5, 6; P 1, 2, 3 /
(syllabus P. 10). times tables of 2, 3, 4, 5 and 10.

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 1
THEME: THE SOCIAL ENVIRONMENT Topic: Infrastructure and means of communication
(Buildings)
Topic of Integration: Traditional and modern houses Week: 9
First Language Arts:
Listen +Respond: Daily news. Learners listen and retell grade- Visual Art: Repetition of pattern found in the
level stories about houses, identify characters in a story about environment.
houses Music: Sing songs that require loud and soft
Speak and communicate: Describe the type of houses they are sections (dynamics).
living in (materials used, types of houses, size, etc.) Say related Dance and Drama:
rhymes and songs. Learners tell unprepared stories about their -Contrasting movement e.g. put right hand to left
preferred types of houses. knee.
Vocabulary: hut, brick houses, flats, corrugated sheet, stones, -Exaggerate common gestures e.g. waving.
cement, bricks, straws, plans, etc.
Read + View: Read stories about different types of houses from
readers, newspapers, magazines and answer comprehension Second Language
questions (teacher can provide stories) Listening & Responding Recite a poem or sing a
Sight words: Revision of learned sight words + 10 new words song e.g. (Here is a house IPM Gr: 1 page 99)
(I.P.M 111-112) .Answer questions on song/poem.
Phonics: Identify beginning, middle and end sounds. Play word Vocabulary: bricks, cement, mud sticks, grass, etc.
games of 3-letter blend words. Read words with two letter blends Speaking & comm. Role-play
3 letter blend word games & 2 letter blend words-sound games instructions/commands (when building a house) and
Write: Draw/Paste a picture of their dream house and describe it use new words. Discuss diff. building materials and
with a few creative sentences. diff. types of houses.
Handwriting: Demonstrate legible print, correct formation, size, Reading & viewing: Read words and sentence
spacing in written work. strips about (building materials)
Language Structure:. Phonics: Words with familiar basic diphthongs (ay/
Identify, name and use common verbs as action words. ai) day, play, rain, train etc. see IPM page 109
Writing: Write phrases/sentences about traditional
or modern houses
Language Structure: Use common verbs in
Environmental Studies speaking/writing.
Content: Compare differences Traditional and
and similarities between modern houses
traditional homesteads, shelters
to modern buildings. Discuss
the functions of different rooms Mathematics Physical Education
in different houses. NCD: Orientation 0 - 200 various aspects of Theme: Athletics
Explore/Investigate: NCD Ordering and comparing: Use appropriate Activities: Running activities
Draw/ construct models/create voc.; Represent no’s: Read, pronounce & -Overtaking the ball and overtaking
art forms of traditional identify numbers up 1000; Place values: a partner
homesteads, shelters and Recognize in 3-digit numbers quantity in Game(s)
modern houses. positions. Free tag
Group work- discuss functions Computation: 0-200 Phase 3 addition (P+ 3) 2
of different rooms e.g. kitchen) digits + 2 digits by splitting, bridging the 10;
45+29=40+20+5+9= 60+14=74. Phase 6
Display Table: Pictures, addition (P6) column notations for 2 digits + 2
posters, photos, drawings and digits bridging the 10
models of different houses. Problem solving: 0-50
Solve story problems using operations taught in
computation
Measurements: Length: Use standard units and
RME abbreviations of cm and m to measure length
Theme: 2 Phases of life Data Handling: Collected data & display on a
-Growing up e.g. the boyhood pictogram appropriate to the theme.
of Jesus. Teacher guide 2, 3 & Revision: Choose from: P+ 1 and 2 & P+ 4 and
4 ) find out about traditional 5; P -1/ Times tables of 2, 3, 4, 5 and 10/
rituals that connected with Computation 200, stepwise approach (operation
growing up. taught).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 1
THEME: THE SOCIAL ENVIRONMENT Topic: Infrastructure and means of communication
(Transport)
Topic of Integration: Types of transport and Regional communication Week: 10 - 11
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share). Let learners Visual Art: Mix different amounts of primary
listen to a story about transport/ communication. Listen then respond colour to get a variety of secondary colour.
by miming and role play. Listen to others how they are coming to Music: Improvise a melody by completing a
school. Learners talk to one another about transport and simple unfinished melodic pattern.
communications in their region Dance and Drama:
Speak and communicate: Discuss and debate about the role of public -Balancing using different body parts and
transport (like or dislike) Say poems and rhymes. Explain the functions coordinate arms and feet.
and uses of communication tools e.g. mobile phone, local print media. -Drama techniques
Demonstrate courtesy expressions, asking for permission, thanking,
apologising and introducing oneself (when using the phone, offered a
lift, using someone’s cell phone etc.) Second Language
Vocabulary: transport, taxi, bus, donkey carts, canoe, boat, aeroplane, Listening & Responding; Song (e.g. the
helicopter, bicycle, road signs, telephones, cell phone newspapers, wheels of the bus/row the boat IPM Gr 1 page
internet, E-mail, billboards, pamphlets etc. 99.) Listen to a story about different
Read + View: Read a story about transport and communication and transport/communication (Traditional and
answer oral literal comprehension questions. Identify and substitute modern)
rhyming words. Vocabulary: (Transport) car, aeroplane, ship,
Sight words: Revision of learned sight words + 20 new words (pages canoe, donkey cart.
111-112 IPM) (Communication) letter, smoke, drum beat,
Phonics: Read words with diphthongs. Dictation of 2-letter blend words. telephone, cell phone etc...)
Read words with two letter blends. Speaking&Comm: Discuss about different
Write: Draw their preferred transports and write topic sentence and 6 transport while use new words/pronounce
or more compound sentences. Write creative stories in simple past correctly.
tense. E.g. radio announcement about your own choice (e.g. birthday Act out about traffic signs and come up with
wishes, soccer results, etc own sentences.
Handwriting: Demonstrate legible print, correct formation, size, Answer questions on importance of signs /rules
spacing in written work. Demonstrate rhythm and speed in writing Reading&viewing: Read and find information
Language Structure: Change regular and irregular verbs from present from stories about different types of transports.
to past. Read passages and find information from
stories about means of communications
Sight words: identify sight words in a text e.g
walk, every, over, stop.
Environmental Studies Writing: Write sentences or captions about
Content:-The different types of Types of transport for others to read. Write short
transport/ communication and the transport and paragraphs about traffic rules/signs.
role/ purpose of different public Regional Language Structure: Use/demonstrate
transport/ sort of regional common regular verbs in (simple present tense
communication. Classify their types, communication
e.g. I learn, you learn).and simple past tense
e.g. land, water or air.
The meaning of road signs and
gives examples. The importance of
emergency communication Mathematics Physical
numbers and transports NCD: Orientation 0-200 various aspects of NCD. Rounding Education
Explore/Investigate: -Find out and off to the nearest 10 for in the range 1-500; e.g. Odd & Even Theme: Athletics
discuss the types/ role/ purpose of numbers: identify; number patterns: complete & describe Activities:
different transports/ sorts of regional number sequence in the range. Running activities
communication. Draw a pictograph Computation: 0-200. -Grab and follow
of different types of transports/ Phase 2 subtraction: 2 digits - 2 digits, not bridging the 10; 54 the leader
communication. Group work – Find - 31 in column notation only Phase 3 Subtraction: decade – 2 Game(s)
out emergency numbers/ transports. digit e.g. 50 -31 in column notation only (see TM). Fractions: All-in-tag
Dramatize reading a news bulletin Naming parts of a whole; halves, thirds and quarters only; THEME: Motor
on TV or Radio. Display \Table: - use of ½; ⅓, ⅔, ¼ & ¾. skills
Posters, pictures, drawings, Problem solving: (0-50) Activities: Activities
pictographs, objects and models of Solve story problems using operations taught in computation with a partner
different types of transport / Measurements: Length: draw straight lines in given lengths, (refer to syllabus)
communication. Signs cm and m only. Capacity: Order and compare everyday object
according to their capacity using appropriate vocabulary.
RME Geometry: Identify right angles and use a reference tool to
Theme: 2 Phases of life identify angles in shapes as greater than, equal to or less
*Grow up than a right angle. Revision: Choose from: P+ 1, 2, 3 & P+ 4,
- Religious rituals 5, 6; P-1; Times tables of 2, 3, 4, 5 and 10.
Unit 2:1. New responsibilities (Addition and Subtraction)

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

29
 THEME: THE SOCIAL ENVIRONMENT Topic: Weather, Seasons and the Environment
Topic of Integration: Autumn and Winter Week: 12-13

. First Language Arts:

Listen +Respond: Weather news (Think, Pair, and Visual Art: Sew a variety of stiches onto fabric to make a
Share). Listen to weather focus and discuss what happens design. (Learners can also knit and weave, e.g. winter
during both seasons. Listen and respond appropriately. hoods or socks)
Retell stories in correct order. Ask learners to listen to Music: Sing song with simple parts (traditional song).
recorded weather observations and relate it to changes in Dance and Drama
temperature. -Combine different speed when moving.
Speak and communicate: Discuss the process of
weather and climate change and the effects of winter and Second Language
autumn on plants and animals. Demonstrate reading Listening & responding: Listen to a story about
weather reports on TV/ over the radio. Learn some action wind/leaves of trees etc… and answer questions. Discuss
songs and nursery rhymes. changes in weather and temperature for winter and answer
Vocabulary: temperature, leaves, windy, hot, trees, questions about observations in the environment.
animals, plants, winter, weather, cold, chilly, leaves, Vocabulary: (Climate change, season, cold, freeze, rain,
changes, autumn, etc. windy, storm, etc.)
Read + View: Read aloud the story about weather or Speaking &and communicating; Discuss changes in
seasons. Demonstrate to the class reading weather report weather conditions/ use new words. Use vocabulary words
on TV. Read prepared and unprepared text. and make own sentences about autumn/winter.
Phonics: Recall sight words and read words with trigraphs Tell how they protect themselves from winter. (Clothes,
and use them in sentences. Correctly read familiar words shoes, blankets etc.)
containing grade-level consonant vowel diagraph. Reading & viewing: Identify and replace rhyming words.
Sight words: Revise the learned sight words and add 30 Read short and long vowel e.g. ee (seed, green), oo, or
new words. (food, storm etc…).
Write: Write a poem with rhyming words about autumn and Sight words: identify sight words in a text (once, very, again,
winter.. Write statements to show opinion and a after. etc
justification e.g. I think…because… Produce neat and Phonics: words ending with –er (water, winter, weather,
legible written work mother, father etc.)
Handwriting: Demonstrate legible correct formation and Writing: Write short simple paragraphs/article about
speed in writing. autumn/winter. (Correct spacing rhythm and letter formation
Language Structure : Change negative forms of regular and update vocabulary list).
and irregular verbs from present to past tense in a story. Language Structure: Use irregular verbs in (speaking and
writing) e.g. swam stood caught, heard, rode etc. Use
familiar verbs in (speaking and writing) e.g. the animals will
drink/ will not drink at the waterhole in the afternoon etc.…)
Environmental Studies
Content Changes in weather
conditions: temperature. The Autumn & Winter
effect of autumn and winter
on people and the Physical
environment. Types of
Mathematics Education
NCD: Orientation 0-300 various aspects of NCD
clothes to wear and available
fruit and vegetables. Ordinal numbers 1th -10th; Order numbers in ascending and Theme: Athletics
Explore/Investigate: Group descending order (0-100); Rounding off to the nearest 10. Activities: Partner
work - daily recording of Computation: 0 - 200. jumps, jumping and
weather conditions on a Revision: P+ 1, 2, 3 & P+ 4, 5, 6 (columns); running skills or
chart. P -1, 2, 3, 4 (columns); Phase 4: 3digits + 3digits, bridging the choose from
Display Table: Pictures of 10: 138+245 in column form syllabus
autumn, winter, clothing, Phase 1 Multiplication Pm 1: 10 rule 3x4=12 → 3x40 =120 (only Game(s)
fruits, vegetables, weather using timetables of 2, 3, 4 & 5) London Bridge is
chart etc. Problem solving: 0-50 falling down.
Revise: Solve story problems using operations taught in THEME: Physical
computation fitness
Measurement: Money: Revise all coins and $10; $20: N$ 30 and ACTIVITIES:
$50 notes. Introduce N$ 100 & N$200 notes and discuss their muscular strength
RME value and properties. Capacity: Revise using correct vocabulary;
Theme: 3 and endurance
measure everyday objects with reasonable accuracy using
The sacred
standard units: ℓ and mℓ.
Unit 3.3 + 3.4*Texts, music Geometry: Identify, name 2D shapes and 3D figures.
and art
Revise describing common objects using words such as edges,
-Draw religions symbol,
corners, faces, straight, curved, flat, rectangular, triangular and
Judaism, Islam Christianity circular.
(syllabus) Revision: Choose from: times tables of 2, 3, 4, 5 and 10
Sing religious songs

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 SEMESTER 1

THEME: HEALTHY, SAFETY AND NUTRITION Topic: A healthy and safe lifestyle
Topic of Integration: Infectious diseases Week: 14-15
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to listen to each Visual Art: Create pictures.
other or share information about infectious diseases. Let them listen to an invited adult Music: Give opportunities to use
(nurse, doctor or parent) speaking about the common infectious diseases. percussion to recognize long and
Speak and communicate: Give the learners opportunities to talk about the common short sounds
diseases and their symptoms and how they spread. Talk about their experiences of Dance and Drama
being sick. Sing/ do some action songs and nursery rhymes . -Demonstrate rehearsal
Vocabulary: sick, infectious, symptoms, HIV/AIDS, sneezing, coughing, treat, spread techniques e.g. go over part of
handkerchief, COVID-19 etc. dance
Read + View: Read a story about infectious diseases and answer factual -Perform drama to wider audience.
comprehension questions. Read leaflets and other reading materials on infectious
diseases.
Sight words: Revise first 20 high frequency sight words (from Gr.2) + 10 (IPM pages Second Language
111-112) Listening & Responding: Listen
Phonics: Sort out short and long vowels in multi-syllabic words and use them in to story about HIV/Aids / Covid-19
sentences
and answer questions.
(Write: Write or copy short sentences about infectious diseases. Create a chart of the
Learn a song e.g. (Wash your
common infectious diseases. Write dictation of simple and compound sentences. hands see back of
Handwriting: Practice pattern making, writing own sentences. Demonstrate legible IPM/poem/rhyme (disease)
print Vocabulary: hygiene, clean,
Language Structure: identify and use collective nouns in sentences. Apply spelling rules exercises
correctly e.g. The silent ‘e’ at the end of a word as a long vowel Identify and use adjectives in Speaking+ comm. Discuss
sentences.
personal hygiene. Retell
story/rhyme/ poem. Role-play: a
Environmental Studies visit to the doctor and use new
words correctly.
Content: Name/discuss the signs Infectious Reading and viewing; identify
and symptoms of the most common
infectious diseases in environment, diseases beginning, middle and ending
sounds. Clap/count syllables in
how to prevent them and how it
words. Identify rhyming words.
spread. Discuss how HIV and AIDS is
Read+ make own 3 letter words
different from any other infectious Mathematics Sight words: identify sight words in
disease and the effects that it has on NCD: Orientation 0 -300 various aspects of a text e.g. wash, before, sleep,
our bodies. Good explanation about
NCD some
immune system (germs) Behaviour
Estimate: Recognize that different Phonics: Three- letter cvc words
towards people infected with HIV and
arrangements of objects can represent the e.g. (hem, gap, rip, sum, hop
AIDS/ (Covid 19) and other serious
same number; Place value: Identify the value etc.…)
contagious diseases.
of H, T, U in 3-digit numbers; odd & even Writing: Write short paragraphs
Explore/Investigate:
numbers: Recognize odd & even numbers and use new vocabulary (correct
Conduct class survey of infectious
Computation: 0 - 200. spacing/rhythm/ letter formation +
diseases. Dramatise how to stop the
Phase 1 (P+ 1), Multiples of 100 + 2 digits: 200 punctuation
spreading of a certain diseases.
+ 43 in column notation (. Phase 2 (P+ 2) 3 Write unprepared paragraphs
Group work – give a short explanation
digits + 2 digits, not bridging ten or hundred, about infectious diseases
of how the immune system works.
using column notations Language Structure: Revise the
Visiting/ inviting health professional Problem solving: 0-50 use of capitals and punctuations in
and ask questions about HIV/AIDS
Solve story problems using operations taught sentences. Use adjectives to
/Covid 19
in computation in the range. describe nouns in speaking
Display Table: Pictures, posters and
identify & correct errors. /writing e.g. (the beautiful girl, the
charts with infectious diseases. Measurement: handsome boy etc.)
Examples of medicines
Time: Tell time in hours; half hours and quarter
of an hour and minutes on a clock face. Mass:
Order & compare mass using appropriate Physical Education
RME vocabulary Theme: Physical fitness
Theme 8: Children’s right and Geometry: Revise sorting and classifying Activities: Flexibility (refer to
responsibilities variety of 2D shapes and common 3D objects; syllabus)
Unit 8.1 Right to say no create models. -Target throwing with stones and
Unit 8.2 + 8.3 Be assertive in refusing Revision: P+ 1 2 3 & P+ 4 56, P- 1,2,3,4; times throwing an object in a holder
negative touching. tables of 2, 3, 4, 5 and 10. Maintenance of Game(s) Own traditional games
-role-play how to change from computation < 500 stepwise approach (add &
submissive to subtr).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

31
 SEMESTER 1
THEME: HEALTHY, SAFETY AND NUTRITION Topic: Parts of the body, Changes, emotions and
Senses
Topic of Integration: Body parts Week: 16

First Language Arts:

Listen +Respond: (Think, Pair, and Share). Ask learners to listen to each other Visual Art: Sew a variety of simple
as they talk about the body parts that they know (with the teachers guidance). stitches (can also knit or weave)
Listen attentively to grade-level appropriate stories Music: Use body percussion (clapping)
Speak and communicate: Discuss body parts and importance of keeping some or simple percussion.
parts private. Discuss changes since they started school two years ago and their Dance and Drama
hopes for this year (‘Now I can…’ / ‘I used to like ... but now I like...’ / ‘this year, I -Explain features desorbing effect and
hope to...) make judgment
Revise (re-learn) some action songs and nursery rhymes learned in Grade 1 and 2
on body parts or go to YouTube.
Vocabulary: parts, body, private, non- private, appearance, function
Read + View: Modelled and shared reading of a story about body parts. Extending
sentences orally by adding phrases/ more detail... Second Language
Sight words: Revise 20 high frequency sight words (from Gr.2) add 10 new ones. Listening & responding: Listen to a
Phonics: Identify and substitute rhyming words Read words with three letter blend, story or a song use pictures of body
squ-square, str-street, and spr- spring parts including internal body parts, and
Write: Write dictation of short sentences about ‘My body’. Complete word discuss their functions. Use new words
puzzles, play language and card games to stimulate memory skills and develop.. (nouns). Play language games (e.g. ‘I
Handwriting: Demonstrate rhythm and speed in writing. Practice pattern making, spy’, see back of IPM and sing body
revise correct pencil grip and body posture. song
Language Structure: identify and use possessive pronouns in sentences. Vocabulary: heart, lungs, kidney,
stomach etc.
Speaking & comm.: Discuss internal
Environmental Studies body parts and their importance.
Content: Identify and Body parts Discuss the importance of healthy food.
distinguish between private and Reading & Viewing: Read about
non- private body parts. The internal organs and find information.
body parts their functions and Mathematics Read books in pairs. Play reading
importance keeping some parts NCD: Orientation 0-300 various aspects of NCD games with new vocabulary.
private. The internal organs Place values: Identify place values of H, T, U in Make own words with same beginning
and its functions. Identify from 3-digit numbers; Decomposition: break down & sounds
whom to seek help and build-up 2 & 3-digits numbers < 500; Halving & Phonics: Read unfamiliar words with
strategies to cope with Doubling (up to 1-100) diagraphs. Read words with gr- (green,
emotions. Controlling of Computation: 0- 200. great, grow, graph, grass)
emotions. Phase 3: 3 digits + 3 digits, no bridging 142+156 Sight words: Higher frequency sight
Explore/Investigate: in column notation; Phase 2: 3 digits – 3 digits, words e.g (the, there, she, were etc...)
Distinguish and discuss body no bridging, in column notation: 149 – 136 Writing: Write a short paragraph about
parts. Use pictures/charts to Phase 1: 3 digits - multiple of 100 in column functions of internal body parts
examine the skeleton, location notation: 135-200 . Multi step problems: Solve Language Structure: Use simple
of the heart, lungs and other chain sums up to 100; Fractions: Name parts of irregular verbs (speaking and writing)
organs.. a whole (halves, thirds & quarters) use of ½ etc. e.g. I do the washing, he/she does the
Display table: Chart, pictures Problem solving: 0-50 washing. Describe actions happening
of internal organs. Photos, Solve story problems using operations taught in now e.g (It is raining now, the baby is
posters, pictures of different computation in the range. crying out loud etc…)
emotions Measurement: Length: Estimate with
reasonable accuracy lengths, widths & heights
(cm; m); do simple add. & subtraction of length.
Area: Compare areas of different shapes & count
squares needed to cover the area. Physical Education
RME Geometry: Recognize angles in everyday Theme: Sport Skills
Theme: 8 Children’s right and objects. Data Handling: Interpret & analyse Activities: Roll balls forwards with
responsibilities data from tables for intended information & both hands, right and left.
Unit 8.1 When to say no to discuss findings using appropriate statistical Game(s)
strangers vocab. Cat and mouse
-Role play aggressive Revision: Choose from: P+ 123 & P+156; P
submission. 1234; times tables of 2, 3, 4, 5 and 10;
-Replay changing behaviour. Maintenance of computation < 200 stepwise
approach.

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

32
 SEMESTER 1
THEME: THE NATURAL ENVIRONMENT Topic: Parts of the body, changes, emotions and
senses
Topic of Integration: Decision making Week: 17
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to Visual Art: use safe practices e.g. look after
listen to each other’s ideas and decisions. Listen to the audio or story for equipment.
enjoyment. Listen to an adult talking about making right decision Music: Use body (clapping) sound materials
Speak and communicate: Give the learners opportunities to talk about (seed, pods) and instruments.
how to make their own decision communicate confidently/ express own Dance and Drama
ideas. Tell prepared and unprepared stories/Discuss personal likes and -A combination of flowing sustained movement
dislikes e.g. skipping.
Vocabulary: ideas, likes, dislike, decision, enjoyment etc. -Plan and act out a situation using puppets.
Read + View: Modelled and shared reading of a story about decisions. .
Distinguish long vowel sounds. Sight words: Revise the last 10 sight
words and add 10 new ones from the grade 3 list. Second Language
Phonics: Read words with diphthongs, er-verb, ir-shirt, ur-fur Listening & responding: Listen to a story
Write: Copy short sentences from the chalk board. Complete word about friends who made different decisions in
puzzles, play language and card games to stimulate memory skills and their lives.
develop vocabulary. Write simple rhyming or free verse poems. Role play on good and bad decisions
Handwriting: Practice pattern making, writing own name and surname, Vocabulary: (beat, help, steal, insult, kind etc.
revise correct pencil grip and body posture. Demonstrate legible print. Speaking & communicating; participate in free
Language Structure: Use quantifiers correctly. Add‘s’ to form plural discussion about decision making using the new
words.
Sing a song about friendship. (The more we are
together)
Environmental Studies Reading & viewing: Read a story about (“The
Content: Controlling of dog, goat +the donkey”) showing Good reading
emotions. habits and respect for books.
Explore/Investigate: Identify Decision making Identify rhyming words in the story/poem (“Make
from whom to seek help to new friends”) Read simplified version of the story
control emotions. Role - play Sight words: good, think, let, thank, right
different emotions. Phonics: a-e
Display Table: Poster of (game/name/cake/male/female/bake)
different emotions. Writing: Write prepared sentences on your best
Mathematics friend.
NCD: Orientation 0-300 various (Correct spacing rhythm and letter formation +
aspects of NCD punctuation)
Halving (1-100) and doubling (1-50) Language Structure; Revise prepositions.
Problem solving: 0-50 Revise: Add‘s ‘to make nouns plural.
RME Solve story problems using operations Apply subject verb agreement. (He teaches/they
Theme: 8 Children’s right and taught in computation in the range teach)
responsibilities  Sound out words and spell words (apply spelling
Unit 8.1 Right to say no Computation: 0-300. Phase 2 ( PFH 2) rules)
-Positive and negative 3digits3digits in column form only: 249-
touching. 136 see TG, Multi step problems.
Measurement: Area: Compare areas of Physical Education
different shapes counting squares Theme: Sport skills
needed to cover the area. Activities: Dribble an object using hands
Data Handling: Interpret and analyse alternatively in a straight line.
data from tables to gain intended -Dribble an object using feet alternatively in a
information and discuss findings. straight line.
 Theme: Game(s)
Revision: Choose from: PFH 123;
Free tag or choose from the syllabus

PFH 1; P+ 123 & P+ 256; P 1234;
times tables of 2, 3, 4, 5 and 10;
Maintenance of computation < 100
stepwise approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

33
 SEMESTER 1
THEME: HEALTH, SAFETY & NUTRITION Topic: Healthy food and eating
habits
Topic of Integration: Food storage and preparation Week: 18

. First Language Arts:

Visual Art: create
a collage using a
Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to range of natural and processed
listen to each other by describing how they store and prepare food. Repeat
a sequence of sentences or information (it can be a certain recipe). material to make pictures
Speak and communicate: Say riddles, play grade level games and tell Music: Accompany songs using complex
jokes. Sing action songs and nursery rhymes Vocabulary: foods, prepare, respective changing patterns e.g. tempo.
storage, label, dry, etc. Dance and Drama
Read + View: Read articles from books and magazines on food preparation -Describe drama activities and effects e.g.
and storage (from the library if available). Answer comprehension cleaning our utensils.
questions. -Plan and act out a situation using puppets.
Sightwords: Revise the previously learned words and add new words from
the list (IPM pages 111-112)
Phonics: words beginning with two letter blends-st-sting, br-broom, cr- Second Language
crab. Design their own picture books for reading (food) Listening & responding: Listen to a
Write: Write simple interview questions. story/rhyme on how to prepare different
Handwriting: Demonstrate rhythm and speed in writing. meals e.g. (Pat- a-Cake - see section 3 of
Language Structure: Identify simple homonyms. IPM) Retell parts of the story/rhyme using
new words. Follow/give instructions on how
to store and prepare food.
Use suffixes correctly. Use “s” to form plural. Vocabulary: store, supply, fridge, freezer,
cool, warm, cook, boil, braai, meal etc.
Environmental Studies Food storage and Speaking & communicating: Role-play
Content: The correct storage instructions and commands on how to
preparation prepare a certain meal. (Using correct
and preparation methods of
food in Namibia. The different pronunciations)
ways of supplying food to Discuss freely on how they prepare different
other regions. The different Mathematics meals (using new words).
ways of storing of food at NCD: Orientation 0-300 various aspects Reading &viewing: Get information from
home, farms, shops and local of NCD. books and magazines on food preparation
environment. Odd & even: Identify odd & even and storage and correctly answer
Explore/Investigate: numbers up to 300; Number patterns: questions. Blend and split onsets and rimes
Find out/ draw and label what Complete number sequences in the including 3 letter words.
food is gathered and produced range (0 – 100); Representing numbers: Phonics: Revise phonics.
in different parts of Namibia. Read, pronounce & identify numbers up Writing; Write own short stories or
Investigate and discuss to 100 & write numbers up to 100. cartoons (how to prepare meals (using
different ways in which food is Computation: 0- 300: Phase 6 (P+ FH correct spacing, rhythm, letter formation)
stored at home and local 6): 3 digits + 3 digits, bridging the 100 punctuation. Add new words to vocabulary
environment. and 10: 256+189 in column notation list
Problem solving: Use the theme to set Apply the strategy of using visual memory in
Display Table: up story problems & use different spelling. Use the look, visualize, cover and
Drawings, packaging labels strategies to solve them. Use write method
and samples of different food. operations taught in computation within Language Structure: Design Interview
Pictures / photos. the range questions e.g. who, what, when, where,
Measurement: Capacity: Measure and why and how (in speaking and writing)
read capacity using the correct
abbreviations ℓ and mℓ.
Geometry: Create pictures and patterns
RME with shapes including tessellations;
Theme:9 Topic of own choice properties of basic 2D shapes. Physical Education
- Choose topics Revision: Choose from: P+ FH 12345;
Theme: Sport skills
together as relevant P- FH 12; Pm 1; P+ 123 & P+ 456; P- Activities: Dribble an object with an
for the class (they 1234 / times tables of 2, 3, 4, 5 and 10; implement on the ground in different
can be linked to the Maintenance of computation < 100
directions e.g. forwards, backwards,
topic of integration) stepwise approach .
sideways. -Dribble an object between
obstacles. On signal dribble it.

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

34
 Week 19- Revision
SEMESTER 2
THEME: HEALTH, SAFETY & NUTRITION Topic: Taking care in potentially dangerous
situations
Topic of Integration: Safety measures Week: 20

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to listen Visual Art: Make models of people on
to each other describing safety measures. Let them listen to an adult telling safety
them about safety at home, school and immediate environment. Show Music: Demonstrate the difference between
accepted listening behaviour by responding to questions. beat and rhythm.
Speak and communicate: Give the learners opportunities to talk about how Dance and Drama
to play safely in water, in the sun, how and where to get help if in danger. -Move rhythmically in time to music
Inform by telling or role-play a procedure using simple present tense. alternating movements.
Vocabulary: safety, measures, immediate, environment, danger, water, sun, -Experiment with voice techniques.
etc.
Read + View: Read a fiction story about safety. Identify the structure, setting
and moral of the story (beginning, middle and ending). Answer oral Second Language
comprehension question and revise known sight words. . Listening & responding: Correctly follow
Sight words: Revise the previously learned words and add 10 new words instructions and give instructions on safety
from the list (IPM pages111-112) measures. Ask and answer simple
Phonics: identify and use diagraphs and trigraphs in the story questions on safety measures at home,
Write: write creative stories (a paragraph) in simple past tense with a title, school, etc.
setting,, character/s and with a beginning , middle and end, using compound Vocabulary: play, touch, harmful,
sentences dangerous, safe, strangers etc.
Handwriting: Demonstrate legible print. Speaking & communicating: Role play
Language Structure: Apply correct punctuation and subject- verb agreement situations and practice saying “NO” loudly
when reading and writing and modals ( may, can, must, should etc) and firmly.
Reading & viewing: Read prepared texts
on familiar topic (Showing good reading
habits, respect for books and handle with
Environmental Studies care.
Content: Safety measures in Sight words: Revise all.
the home, school and the Safety measures
Writing; write unprepared short paragraphs
immediate environment. How about how to play safely in water. Write own
to say “no” in an uncomfortable stories/cartoon. - Short sentences. (Using
situation and discuss when is correct spacing, rhythm, letter formation
touching acceptable or Mathematics
+punctuation
unacceptable. Identify people NCD: Orientation 0-300. Ordinal numbers:
Language Structure: closed questions,
in the family and community Name & identify ordinal numbers up 10 th.
Yes/No answers and negatives in (simple
who can help. Computation: 0-300.
present and simple past tense) e.g. Do you
Explore/Investigate: Identify/ Phase 3 (P- FH) 3 digits - 3 digits in
want to eat? Did you ride a bicycle to come
discuss safety measures in the column notation only, bridging 10: 245-
to school?
home, school and environment 136, [d means deficit]
and how to play safely in the Fractions: Naming parts of a whole halves;
water and sun. Identify people thirds and quarters only; use of ½ etc..; take
who can help if you are in half; third or a quarter of a group of objects. Physical Education
danger. Role-play acceptable Problem solving: 0-100 Theme: Athletics
and unacceptable situations. Use the theme to set up story problems & Activities: Completion or refer to the
Display Table: Posters, use different strategies to solve them. Use syllabus.
pictures, drawings operations taught in computation within the Game(s): Amangus
range
Multi step problems: Solve chain sums
up 300.
RME Measurement: Mass order and compare 5
Theme: 5 Social value objects according to increasing &
*Democracy decreasing mass; use standard units to
-Breaking rules measure (g, kg)
Unit 5.3 + 5.2 Conflict Revision: Choose from: P+FH 123456; P-
between different groups. FH 12; PM 1; P+ 123 & P+ 456; P- 1234;
Decision making in the early times tables of 2, 3, 4, 5 and 10;
church Maintenance of computation < 300 stepwise
SEMESTER 2 approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

35
 SEMESTER 2
THEME: HEALTH, SAFETY & NUTRITION Topic: Traffic
safety
Topic of Integration: Safety for cyclists Week: 21
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to Visual Art: create 2D geometric shapes e.g.
listen to each other talking about road safety and rules. Let them listen to Road safety signs.
an invited Traffic Officer explaining road safety for road users. Show Music: Create rhythmic pattern using
accepted listening behaviour (listen to a speaker) by responding to percussion to begin and end a song and use
question between verses (form).
Speak and communicate: Give the learners opportunities to talk about Dance and Drama
the importance of road signs. Share with others their experiences of road -Perform road safety demonstrate
safety. Explain simple processes, how to cross the road or give movement sequences that vary in action
directions Sing/do action songs and nursery rhymes about road safety and counting
Vocabulary: safety, traffic, rules, cyclist, signs, traffic officer, sign boards, -Use Materials and objects to support the
traffic lights, colours, etc drama.
Read + View: Guided and shared reading of a story about road safety.
Collect and display stories from newspapers and magazines on road
safety. Answer questions based on stories and other visual materials Second Language
Sight words: Revise and add 10 new words from the list (pages 111-112) Listening & responding: Listen to a traffic
Phonics: identify and use homophones and homonyms in sentences. officer explaining about road safety and
Write: Demonstrate the desire to write. Design posters to display road cyclists rules then ask and answer simple
signs and traffic lights. Write (or copy) short sentences about ‘road safety’. questions. Follow and give instructions on
Complete word puzzles, play language and card games to stimulate hand signals.
memory skills and develop vocabulary. Vocabulary; pedestrian/vehicle/traffic,
Handwriting: Revise correct pencil grip and body posture. Demonstrate cyclists, bicycle, etc.
legible print Speaking & communicating: Use
Language Structure: Apply correct punctuation. Use synonyms in vocabulary words and create own sentences
reading and writing about (good and bad traffic behaviour)
.Share/discuss daily experiences of traffic on
the way to school/home, town, city or when
Environmental crossing the road etc.
Studies Reading & viewing: Blend and split onsets
Content: and rimes including 3- letter blends. Read
The road safety and traffic story/sentences on road safety and answer
rules for cyclists. The simple questions.
important of road signs for
Safety for Cyclists Sight words: Construct sentences using
cyclists. Description of basic higher frequency sight words e.g. (the, she,
traffic rules for cyclists. were, old, his, by, work, goes, or)
Explore/Investigate: Writing;. Write own sentences on safety for
Draw/ label/ practice the cyclists use correct spacing, rhythm, letter
most important road signs for formation, punctuation + capitals.
cyclists. Practice hand Language Structure: Segmenting familiar
signals cyclists must show. Mathematics words in syllables e.g. (1 syllable (pot), 2
Visit / invite traffic officer, ask NCD: Orientation 0-500 various aspects of syllables, teacher – tea-cher, welcome- wel-
and answer questions about NCD come)
road safety and cyclists. Rounding off to the nearest 10 (0- 100)
Display Table: using a number line; Decomposition and
Display road signs for road place value (from 1 to 500)
safety and cyclists. Toys Computation: 0-300. Phase 5: 3 digits + 3
/Models signs digits, bridging the 100: 172+245 in column
notation.
Problem solving: Set up story problems
and record ways to find solutions (use
Physical Education
operations taught) in the range 0-100.
Theme: Sport skills
Measurement: Money: Select various sets
Activities: Three against one
of coins & notes up to $100 which add up
-Keep the ball in the air
to a stated cost.
Game(s); Own traditional game
Time: Revise telling time to the nearest
minutes using correct vocabulary on a clock
face. Determine the duration of events in
RME hours, days and years using a timeline.
Theme: 7 Personal values Revision: Choose from: P+FH 12345; P- FH
*Friendship in everyday life 12; Pm 1; P+123 & P+ 456; P- 1234 / times tables
Unit 7.3 Bad friendship
of 2, 3, 4, 5 and 10/ Maintenance of
computation < 300 stepwise approach (add.
& subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

36
 SEMESTER 2
THEME: HEALTH, SAFETY & NUTRITION Topic: Online Safety
Topic of Integration: Being safe online Week: 22

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to Visual Art: Make 3D structures using a
listen to each other discussing safety measures online. Listen to a story variety of skills and using recycled
about a child who gave personal invitation to a stranger online. Show materials
accepted listening behaviour by answering questions listen. Make mobiles…
Speak and communicate: Give the learners opportunities to talk about Music: give opportunities to sing songs
how to be safe when you are online, role-play the danger of online games, that require loud and soft sections
how to be aware not to give personal information and for the family Drama: Role-play good and bad online
members to strangers when online, the importance of using passwords behaviour
and report online bullying
Vocabulary: cybersecurity, phishing, , two-factor authentication (2fa),
password strength, cyberbullying, digital footprint, vpn (virtual private Second Language
network), Listening & responding: Correctly follow
Read + View read of a story about online safety. Identify the structure of instructions and give instructions about
the story (beginning, middle and ending). Answer comprehension online safety measures. Answer simple
question and revise known sight words. . questions about how they play online
Sight words: Revise the previously learned words and add 10 new words games and if they ever interacted with
from the list (IPM pages111-112) strangers when online asking them
Phonics: identify and use quad graphs and diphthongs personal questions. Do they ask
Write: Describe an event on online safety and write explanations and permission from parents to use gadgets?
procedures correctly. Vocabulary: phishing, permission, report
Handwriting: Write sentences/information as awareness for online and spam etc.
safety Speaking & communicating: Role play
Language Structure: identify and use antonyms. situations and practice saying “NO” loudly
and firmly.
Reading & viewing: Read prepared texts
Environmental Studies about online safety and answer questions
Content: identify and discuss Sight words: Revise all.
potential risks associated with Writing; write unprepared short
sharing personal information paragraphs about how to be safe when
when online, the importance of online. Write own stories/cartoon. - Short
Being safe online sentences. (Using correct spacing,
asking permission from
parents/adults to be online rhythm, letter formation +punctuation
and the danger of online Language Structure: Identify and use
games conjunctions in simple and compound
Acceptable or unacceptable sentences.
behaviour when online.
Explore/Investigate:
implications of sharing Mathematics Physical Education
personal information with NCD: Orientation 0-500 various Theme: Motor skills
strangers aspects of NCD
Identify people who can help Number patterns 0-500 and Odd and Activities: Balancing, Jumping
when in danger. even number 0-50
Role-play good and bad online Computation: 0-300. Phase 5: 3 digits
behaviour + 3 digits, bridging the 100: 256+189 in
Good and dangerous online column notation.
games Problem solving: use the topic to set
Strategies of keeping good up story problems and record ways to
reputation when online (e.g. find solutions (use operations taught) in
avoid bad language, sharing the range 0-300.
bad pictures) Measurement: Capacity: Measure and
Display Table: Emergency read capacity using the correct using
numbers e.g. Police, social correct abbreviation ℓ and mℓ.
workers, Life skills teacher Geometry: Create pictures and patterns
with shapes including tessellations,
properties of basic 2D shapes
RME Revision: Choose from: P+FH 12345; P-
Theme: Social values FH 12; Pm 1; P+123 & P+ 456; P- 1234
Unit 5.1: making rules our Ordinal numbers, fractions: halves,
own rules by majority decision thirds and quarters, multi-steps
problems up to 300

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

37
 THEME: THE NATURAL ENVIRONMENT TOPIC: Plants as
living things
Topic of Integration: Plant growth and uses Week: 23-24

.First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share) Learners listen to an Visual Art: Create textures and non-
Agriculturalist/ farmer about how plants grow and their uses. geometrical shapes using
Speak and communicate: Give learners opportunities to tell stories about manufactured and natural objects in
favourite plants plants and their stages of growth. the environment
Recite poems, rhymes and sing songs about plants Music: Sing song with two simple
Vocabulary: seeds, light, water, flowering, cuttings, trees, leaves, barks, etc. parts (harmony)
Read + View: Shared reading about plants. Read books, newspapers and Dance and Drama: Demonstrate
magazines about plants. Read Prepared and unprepared texts aloud and answer rehearsal dancing techniques
comprehension questions or retell to show understanding. -Take on role using characteristic
Phonics: Revise the two-letter blends at the beginning and introduce the two- voice and movement.
letter blends at the end of a word.e.g lk-silk,sk-wisk,ft-theft. Identify and count
syllables in multi-syllables
Sight words: Revise and add 30 new words. (IPM pages 111-112)
Write: Arrange jumbled sentences correctly about plants and growth. Second Language
Learners write their own poems about plants growth. Listening & responding: listen to any
Handwriting: write with legible print in guiding lines with speed. story/poem/rhyme of plants and
Language Structure: Use verbs to describe events in future.). Use determines answer questions. Make up questions
this, these, that, those. Demonstrate correct punctuation (capital letters, to ask each other based on the story.
exclamation marks, question marks etc) Ask learners to retell favourite parts of
the story in their own words.
Follow instructions when planting
seeds.
Environmental Studies Plants growth and uses Vocabulary: (from story) + watering,
Content: plants, garden, roots, leaves, sun etc.
Observe and explain how plants grow Speaking & comm. talk about how to
The effects of light and water on the Mathematics plant a seed.. Use puppets/masks to
growth of a plant. Life cycle of flowering NCD: Orientation 0-500. E.g. dramatize sections of the same story
plants. Identify different types of trees in Estimating: Estimate the number of 50 for listening and responding.
their environment. The Namibian’s objects by appropriate grouping and Reading & viewing: Reading of
national plants, the welwitchia mirabilis count. Rounding off to the nearest 100 simplified version of the rhyme e.g.
special. Plants that is used as medicine. to 500. (Here is my little garden see section 3
– Poisonous and non-poisonous. The . in IPM)
spreading of seeds/ pods. Computation: 0-500. Phonics: -oa- (goat, boat, goal, coat
Explore/Investigate: Revise: Phase 2 addition (P+ 2) 2digits etc.)
Talk about different ways on how plants + 2digits by splitting without bridging Sight words: around, write, going
grow e.g. germination/cuttings Conduct the 10: 45+34=40+30+5+4 Writing: Write short sentences (use
simple experiments on the effect of light =70+9=79; Phase 5 addition (P+ 5) pictures) on planting a seed/watering/
and water on plant growth. Graph – on column notation for 2digits + 2digits growing and use punctuation +
plant cuttings, observing and recording without bridging the 10 (see TM). capitals.
on graph. Collect different seeds/pods, Phase 2 multiplication (PM 2) multiply Language Structure: use the suffix ‘ed’ were
leaves, flowers and bark from variety any number (1-50) times (1-5) spelling of words is unchanged e.g. (melt –
plants and trees. Draw/ label plants, inset: 2×17. melted, print-printed)
trees and mount. Identify and List the Problem solving: Solve story Use the prefix ‘un’ at the beginning of the base
plants and their uses and the plants used problems and explain methods used words
as medicine. Classify poisonous and non (use operations taught) in the range 0- e.g. (able - unable, fair - unfair, wanted-
– poisonous plants. Use seeds/ pods of 100 unwanted)
camel thorn tree as decorations/ make Measurement: Length: Draw a straight
picture. line with given length (cm & m). Money:
Display Table:- Draw parts of plants. Draw up a shopping list indicating
Use different seeds/pods, leaves, flowers estimated costs for articles; estimate the
and bark for decoration. Posters, cost of two items. Time: Revise
pictures and graphs. determination of duration of events in
hours, days, months & years using a time
line. Physical Education
RME Geometry: Revise 2D shapes and 3D Theme: Motor Skills
Theme: 6 Religion and Environment figures; identify right and other angles in Activities: Locomotors movement
shapes using a reference tool. Revision: -Feet, hands and feet
*Trees in religious traditions
SEMESTER
Unit 6.1 2
-Trees are special Choose from: PM 1; P+ 123 & P+ 456; P -Other body part
Unit 6.2 Trees in the bible 1234; times tables of 2, 3, 4, 5 and 10; Game in limited space : Large group
Unit 6.4 Trees and prayer Maintenance of computation < 500 activities /games ( refer to syllabus)
stepwise approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

38
 THEME: THE NATURAL ENVIRONMENT TOPIC: Animals as living things
Topic of Integration: Animal conservation Week: 25

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to Visual Art: Make models of animals and
listen to each other talking about how animals different animals. Learners people considering shape, detail feature,
mime and others guess the animal. texture and clothing.
Speak and communicate: Tell stories about their pets and favourite Music: Use body (clapping) found materials
animals. Say poems and perform simple drama about different animals and instruments
animals Dance and Drama; A combination of
Vocabulary: animals, movements living things, habits, insects, birds, walk, flowing and sustained movement e.g.
fly, crawl habitats, features etc. skipping.
Read + View: Modelled and shared reading of stories. Answer orally and in -Use material and object to support the
writing higher order thinking questions based on a fiction story about drama e.g. length of a blue fabric to wave.
animals
Sight words: Revise and add 10 new words from the list (IPM pages 111-
112) Second Language
Phonics: Blend and segment more complex words with multi-syllables. Use Listening & responding listen to any
knowledge of phonics when reading unfamiliar words e.g. sound out grade- animal story/rhyme/poem and answer
level blends questions e.g. (The D, the Cat and the
Write: Write factual description using simple and compound sentences. Donkey see section 3 of IPM) Retell story
Handwriting: Demonstrate rhythm and speed, writing in guiding lines. and use new vocabulary.
Language Structure: Identify and use masculine and feminine words Vocabulary endangered, animals, national
related to people and animals. park, wise, creature etc.
Speaking & communicating: Discuss
which animals need to be protected and
Environmental Studies share experiences of visits to game
Content:
Animal farm/park. Contextualize using new words
Structures that animals use to about the animals.
move around . The importance of conservation Reading & viewing: Read words with
animal conservation. Describe familiar blends e.g. ring, bring, wrong, long
metamorphosis of a butterfly and fl- (flow, fly, flower, floor. Read the
Explore/Investigate:
story about animals and answer questions.
Identify different movements of Mathematics Phonics: fl- (flow, fly, flower, floor
animals. Find out which animals NCD: Orientation 0-500. Place values:
Sight words: fly, put, take,
ned to be protected and why. Identify the place value of H, T, U in 3 & Writing; Use new vocabulary words and
Create a chart on how a butterfly 4-digit numbers up 500. write own animal stories. (Use correct
changes. Computation: 0-500.
spacing, rhythm and punctuation). Write
Display Table: Phase 2 division (PD 2) ÷2 for (2-60) by unprepared paragraphs using correct language
Pictures or drawings of animals inverted multiplication and halving and structure
that need to be conserved (you ÷3 for (3 - 90) by inverted multiplication Language Structure: use exclamation mark
can design an artificial zoo with Problem solving: Solve story problems in statements e.g. (Please, help me now!
materials that available). and discuss different methods that can Sara, come on!)
Different foot prints. Design an a be used for the same problem (use Use conjunctions of time in simple and
chart( with different materials) of operation taught) in the range 0-100 compound sentence in (speaking and
physical changes of a butterfly. Measurement: Mass: Use standard writing) e.g. after, firstly (conjunction of time)
units to measure mass (grams & I will go home after doing my homework.
kilograms) and write down Firstly, all the signals in a group must have
measurements using the correct the same type.
abbreviations: g/kg.
Data Handling: Make a table based on
favourite insect/bird/ wild animal (based
on the current topic).
RME Revision: Choose from: P+ FH 123456; P- Physical Education
Topic of own choice FH 123; PM 12; PD 1; P+ 123 & P+ 456; P- Theme: Motor Skills
Unit 6.3 the story from the other 1234; times tables of 2, 3, 4, 5 and 10; Activities: Balancing
faith Maintenance of computation < 500 -Balance on the spot, varying body position
stepwise approach (add. & subtr.). e.g. parts used for support position of limbs
Game(s)
Run for your life

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: Animals as living things
Topic of Integration: Food chain Week: 26

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Learners listen to Visual Art: Create spaces between shapes
each other talking about how animals depend on one another for food. (drawings)
Listen to a grade-level story about food chain and answer questions. Music: Use body percussion instruments
Speak and communicate: Learners discuss eating and feeding habits of (sticks)
animals. Tell prepared stories, using simple and compound sentences and Dance and Drama
correct language. Recite poems and perform simple dialogue about animal -Contrasting movement putting right hand to
habits left knee and vice versa.
Sight words: Revise and add 10 new words from the list (IPM pages 111- -Experiment with voice techniques.
112).
Phonics: identify and substitute rhyming words in a story and
poemscorrectly read familiar words containing grade –level quad graphs e.g.
augh as in daughter.
Vocabulary: animals, habits, food chain, feeding habits, etc. Second Language
Read + View: Modelled and shared reading of stories about food chain use Listening & responding listen to a story
cues such as titles, pictures to predicts events about a predator and its prey (e.g. the lion
Write: Make up grade- level picture book stories. Write dictation of and the springbok) and Make up questions
compound sentences. using higher-order of questioning to ask
Handwriting: Demonstrate legible print, correct formation, size, spacing in questions based on the story.
writing. Vocabulary: Elephant, cheetah, lion, kudu,
Language Structure: Identify and use collective nouns correctly e.g. a zebra, hyena, giraffe, etc.
Speaking & and comm. Discuss feeding
herd of cows, a flock of birds etc. Identify and use suffixes
habits of wild animals. Ask learners to retell
parts of the story in their own words.
Reading & + viewing: Read prepared and
Environmental Studies
unprepared animal stories in (pairs)
Content: Food chain Phonics;-ight (night/fight/light/night etc.)
Distinguish between the basic Writing: Write short paragraphs about
physical features, habits and
animals using vocabulary words.
feeding habits of a variety of
(Emphasize using correct spacing, rhythm,
wild animals and their place in Mathematics letter formation.
the food chain. Observe and NCD: Orientation 0-1000. Odd & even Correctly spell words in isolation (use the
discuss insects and birds – numbers: identify odd & even numbers in look, say, cover, visualize and write method.
appearance, habitat, feeding the range of 1000 Language Structure: modals ‘could’ ‘should’ and
and enemies. Computation: 0-500. ‘would’
Explore/Investigate: Phase 4 (P- FH 4) 3 digits – 3 digits in In (speaking and writing) e.g could – He could
Draw or paste pictures of the column Play football, should – I should buy books for
food chain. notation, bridging 100: 345-182 . My learners. Would- Would you hand me the
Display Table: Problem solving: 0-100 Pencil? etc.
Food chain, pictures of different Use the theme to set up story problems
wild animals, birds and insects. (use operations taught) interpreting story
problems
Measurement: Money: demonstrate buying
& selling articles up to N$100 with play Physical Education
RME money and give correct change. Theme: Motor Skills
Theme: 7 Personal values Geometry: Location, position & movement of Activities: Activity with a partner
Unit 7.2 Friendship in everyday objects: locate & describe objects from -Define area
life. Story from the New various directions. -Oxen fighting
Testament Revision: Choose from: P+ FH 123456; P- Game(s)
-Story of Mary and Martha FH 123; PM 12; PD 12; P+ 123 & P+ 456; P- -Running activities
John 11: 1-44 1234; times tables of 2, 3, 4, 5 and 10. -Follow the leader
Maintenance of computation < 500 stepwise
approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: water-its uses, conservation and pollution
Topic of integration: Saving water Week: 27 - 28
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share) Learners listen to each Visual Art: Create still life pictures use
other discuss how they preserve water. Let them listen to an invited Namwater thick and thin paint or create pictures by
Official/l village council official talking about water purification process. ‘rub’ by placing paper over a leaf and
Speak and communicate: Let learners discuss about where to find water in their rubbing the paper with pencil/crayon
environments and how to save water. Let them debate about water pollution. Do / Music: Improvise melody by completing a
recite rhymes and poems. Do a role- play on water shortage. simple unfinished melodic pattern sung
Vocabulary: water, savings, purifying, pollution, boreholes, dam’s river, wells, etc. by the teacher (syllabus P. 16)
Read + View: Modelled and shared reading of stories from books newspapers and Dance and Drama: Balance using
pamphlets about saving water. Read unprepared grade-level readers aloud with different body parts as a base.
some understanding. Demonstrate how to use space.
Sight words: Revise and add 10 new words from the list
Phonics: identify and count syllables in multi-syllabic words. Do grade- level
spelling strategies (e.g. Spelling riddles, host spelling quizzes)
Second Language
Listening & Responding: Listen to the
Write: Write simple rhyming or free verse poem. Write explanation to show how
story about water conservation. Role-
things work e.g. How to purify water…
play the importance of water.
Handwriting: Demonstrate rhythm and speed, writing in guiding lines.
Vocab: saving water, dry, desert, dam,
Language Structure: Apply familiar verbs to describe what is or isn’t happening
river, etc. Revise counting.
right now or around now (I am pouring water in a bucket.)Identify and use
Speaking & comm: Tell why water
apostrophe to show simple possession (e.g. John’s book).
should be saved, and why it is important.
Role-play about water saving and
Environmental Studies purification.
Content: -Modern and traditional Pronounce words correctly
Saving water Reading & viewing: Read short
methods of purifying water. Locate
where water is found in the prepared and unprepared sentences
environment. Name sources of about water and answer questions e.g.
pollution and how to prevent it. (using simple and higher-order
The chemicals and waste Mathematics questions).
disposes of factories NCD: Orientation 0-1000. Place Values: Phonics: -or (pork, short, fork, sport,
Explore/Investigate: -Identify/ Identify the place values of H, T, U in 4-digit corn, etc -ir (bird, girl, first, skirt, stir, etc.
discuss modern and traditional numbers up 1000. Rounding off: Round off to Sight words: Revise all sight words
methods of purifying water. Invite the nearest 10 learnt.
some officials ( NAMWATER) to Computation: 0-500. Writing: write short paragraphs on how
explain the purification process Phase 3 division (PD 3): ÷ 2 through inverted to save water (using correct letter
and why , how to save water. List multiplication; repeated subtraction and formation/ spacing. Update vocabulary
places where water is found in the halving. list.Write questions (using who, what,
environment. Create posters / As well for ÷3 through inverted multiplication when where, why, and how)
pictures of prevention of water saving and repeated subtraction; identify remainders Apply spelling rule ‘e’ goes away when
and pollution, and display pictures. Problem solving: ‘ing’ comes to stay e.g fake – faking, rake
Display Table: Use the theme to set up story problems (use - raking
Posters and pictures of water operations taught); use number sentences Language Structure: use determiners
saving, prevention of water (range 0-100). ‘this’, ‘these’ for the things that are near
pollution and water purification. Measurement: Money: work out change for e.g. (this is my book, these are my
payments up to N$200. Capacity: Revise flowers etc…), ‘that’ and ‘those’ for things
using correct vocabulary; measure everyday Use quantifiers in (speaking/writing)
objects with reasonable accuracy using
RME standard units: ℓ and mℓ.
Theme: 6 Religions and Geometry: Create models from papers and Physical Education
recycled materials, recognize angles in Theme: Motor Skills
Environment
everyday objects. Revision: Choose from: Activities: Activities with a partner move
Trees in religious traditions
P+FH 123456; P- FH1234; PM 12; PD 12; P+ between, around, over, into and through
-The tree of knowledge (syllabus).
123 & P+ 456; P- 1234; times tables of 2, 3, 4, hoops e.g. move around a spinning hoop
5 and 10. Maintenance of computation < 500 etc. Theme: Game(s)
stepwise approach (add. & subtr.) -Running activities
-Overtaking a partner

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: Weather, seasons and the Environment
Topic of Integration: Spring and Summer Week: 29-30
First Language Arts:
Listening &Responding: Daily news (Think, Pair, and Share). Listen to a Visual Art: make structures using a
story about spring and summer then respond by drawing/miming and variety of skills e.g. festive decoration.
roleplaying. Mix different amounts of primary colours to
Speaking & communicating: Recount/recall personal experiences and more get a variety of secondary colours.
general news events, and express feelings and opinions about them .e.g. Music: Sing song that requires loud and soft
Learners share their experiences of summer and spring holidays. Give sections (dynamics)
prepared short talks in groups about summer/spring e.g. food, clothes etc. Dance: Develop rhythmic skills while
Vocabulary: athletics, swimming, wind, rain, temperature, weather, spring, dancing and using traditional attire.
clouds, conditions, flowers summer etc. Drama: Plan to act out a situation using
Reading & Viewing: Read prepared grade-level texts aloud with puppets.
understanding, correct pronunciation, fluency and accuracy.
Sight words: Select grade level sight words (IPM page.111-112)
Phonics: Read words with consonants and vowel diagraphs. . Identify and
substitute rhyming words
Revise 2 letter blends at the beginning or end Second Language
Consonant Digraphs: ch-chair, ph-phone, th-this, ck-truck, qu-
Listening &and Respoding: Listen to
quick/diagraphs.
story/song/poem about spring/summer.
Vowel Digraphs: ee-feet, oo-root, ar-car, ay-say, ai-fail
Introduce vocabulary to talk about
Write: Write a friendly letter in future tense to invite your friend on a
spring/summer and answer question e.g.
summer/spring holiday. Write dictation using vocabulary and sight words with
(which months are in spring/summer, what
4 or more compound sentences.
clothes we wear, and what the weather is
Handwriting: Revise the correct pencil grip and body posture. Demonstrate
like etc)
rhythm and speed, writing in guiding lines.
Vocabulary: grow, blossoms, butterflies,
Language Structure: Use pronouns correctly. Identify, name and use verbs
spring, summer etc.
correctly. Use apostrophes for contraction. Identify, name and use countable/
Speaking & comm: Discuss the changes in
uncountable nouns. Identify and use irregular plurals.Spring &
Environmental Studies plants during spring/summer and answer
Summer questions. Repeat vocabulary and also
Content:-Changes in weather
conditions: temperature. The effect rhyme/song.
of spring /summer on people, Reading &viewing: Read a text about
animals, plants and the
Mathematics spring/summer (reading for information) to
environment. NCD: Orientation 0-1500. find specific information. Identify and replace
Investigate/ distinguish the local Rounding off to the nearest 100 – 900; rhyming words (phonics)
areas during different seasons. Write number names up to 500. Phonics:-er (water, summer, soccer etc…).
Appropriate clothing. Available fruit Computation: 0-1000. Phase 1 -spr (spring, spray, spread, spree
and vegetables. division (PD 1) ÷2 for (2-60) etc…)
Explore/Investigate: Group work - by inverted multiplication and halving Writing; write short paragraph about
daily recording of weather and ÷3 for (3-90) by inverted spring/summer. (Using correct spacing,
conditions on a chart. Visit local multiplication rhythm, letter formation. Write an
areas during different seasons and Problem solving: Solve story article/cartoon about spring/summer using
list plants, people and animals problems and identify (use operations own vocabulary.
living there, how they survive in taught) in the range). Language Structure: add‘s’ to make familiar
rainy and dry parts of Namibia. Measurement: Area: Compare areas nouns plural e.g. (cat – cats, house –houses,
Identify, draw/ collect and discuss of various different shapes by using tree-trees)
clothing for certain seasons, fruits squares Form simple irregular plurals e.g. (lady- dish-ladies,
and vegetables available during Geometry: Explore basic 2D shapes dishes,
different seasons. (square & rectangles) through their Wash-watches etc.)
Display Table: symmetry properties by folding the
Pictures of spring / summer, shapes. Sort out a variety of shapes
clothing, fruits, vegetables, weather according to their geometrical
properties (quadrilaterals, pentagons, Physical Education
chart etc. Theme: Motor Skills
hexagons & octagons)
Revision: Choose from: PM 1; P+ 123 Activities: Straddle sitting
& P+ 456; P 1234; times tables of 2, 3, Theme: Game(s)
RME Three against one
Topic of own choice 4, 5 and 10. Computation < 500
stepwise approach (add. & subtr.). THEME: Sport skills:
Unit 7.1 Traditional story Activities: Games with rules

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

42
 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: Properties and uses of materials
Topic of Integration: Heating and cooling Week: 31

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). listen to learners Visual Art: apply paints and use dyes on
explaining about changes in physical properties e.g. how water changes into 3 different materials
states of matter Music: Demonstrate the difference
Speak and communicate: Learners explain the changes that occur during the between “beat “and “rhythm”.
process (cooling or heating). Say poems and/ or sing songs about changes in Dance and Drama
physical properties (e.g. cooling and heating). -Walk using sequence of directions and
Vocabulary: energy, cool, heat, change, expand, solid, liquid, etc movement changing face and flow
Read + View: Modelled and shared reading of stories and articles from heating
and cooling. Use contextual clues and prediction skills to link unfamiliar words
with pictures.
Sight words: Revise and add 10 new words from the list (IPM 111-112)
Phonics: Recognise and create repetitions of sounds in sentences e.g. Sally sits Second Language
still and says she is sad Listening & responding: Listen to the
Write: Write explanation to show how things work. poem/rhyme about heating and cooling
Write procedures to show how to do something. e.g. (Pease Porridge Hot - see section 3
Handwriting:. Demonstrate rhythm and speed, writing in guiding lines. in IPM) and answer questions.
Language Structure: Identify and use adverbs in sentences. Change regular Vocabulary; soft/hard/ liquid/solid/
verb from present to past. float/sink, melt, boil etc.
Speaking & communicating: Describe
different ways of heating and cooling
water.
Reading & viewing read and create
Environmental Studies words with familiar diphthong, ou (found,
Content: Heating and cooling house, mouse, about, round, shout, out)
The simple differences in the Read and create own words
physical properties of solids, liquids Phonics: -ou- (use diphthongs)
and gases. Sight words: round, around, would, could
Mathematics etc.
Explore/Investigate: NCD: Orientation 0-1500. Representing Writing;
Identify and distinguish different numbers: Write number names up to 500. Write short articles about heating and
physical properties of solid, liquids Decomposition: Break down & build-up 3 & cooling using vocabulary words.
and gases. Experiment/ 4-digit numbers. Apply spelling rule: A silent ‘e’ at the end
demonstrate with water by cooling Computation: 0-1000. of the word makes a long vowel sound
and heating. Write a procedure to Phase 4 division (P D 4): ÷ 4 & ÷ 5 through e.g huge, use, hope, fine, ride etc.
show how to freeze or heat water. inverted multiplication and repeated Language Structure:
subtraction (no remainders); ÷10 through Revise irregular verbs (simple past tense)
Display Table: inverted multiplication no remainders. Sound and spell words (phonics +
Posters and pictures, freeze/ heat Problem solving: diphthongs)
water, kettle, ice, Use the theme to set up stories problems Apply comparison of regular adjectives
(use operations taught) and discuss e.g. big/bigger/biggest
different methods to solve the problems
(range 0-100
Fractions: Write the mathematical symbols
for the common fractions of halves; quarters
& thirds as partial quantities of a whole; ½
etc. & indicate the equal parts the whole is
divided into.
Measurement: Time: Revise use of a
RME calendar to obtain specific information. Physical Education
Theme: 4 Festivals Geometry: Location, position & movement Theme: Physical fitness
African traditions and religion of objects: Locate & describe objects from Activities: Muscular strength and
-Arrest and condemnation of various directions. endurance.
Jesus. Revision: Choose from: P+FH 123456; P- -Shoulder and arms
FH 1234; PM 123; PD 123; P+ 123 & P+ E.g. lame dog (syllabus p. 9)
456; P- 1234; times tables of 2, 3, 4, 5 and Theme: Game(s)
10. Maintenance of computation < 1000 Hopscotch
stepwise approach (add. & subtr).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: Caring for the environment
Topic of Integration: Clean up Week: 32
First Language Arts:
Listen +Respond: Daily news (Think, Pair, and Share). Learners listen to a story Visual Art: identify events in a story and
about why we clean our environments. Listen then respond to questions from the draw with details
story and do miming. Music: Sing more challenging songs
Speak and communicate: Learners discuss ways how they keep the using Namibian languages and English.
environment clean. Recount/Recall personal experiences about cleaning. Say Dance and Drama: Describe drama
poems and rhymes about clean environment activities and effects
Vocabulary: clean, environment, caring, waste, dump, etc -Show awareness of audience.
Read + View: Read a stories about cleaning. Read a variety of grade –level
text and visual material and answer questions orally and in writing.
Sight words: Revise and add 10 new words from the list
Phonics: read familiar words containing vowel digraphs
Write: Write personal experiences in simple past tense. Write (or copy from the Second Language
chalkboard) short simple or compound sentences in past tense. Complete word Listening & responding: Invite a person
puzzles and play language games to talk about the clean environment...
Handwriting: print letters, words, sentences and numerals neatly and legibly Answer questions after speech using
using 6.5mm lines (4 lines per 25mm) higher-order thinking questions e.g.
Language Structure: Use possessive pronouns (why, when, where, how, etc…). Follow
and give instructions on how to clean up
and role play it.
Vocabulary; rubbish, dustbin, litter etc.
Environmental Speaking & communicating: Use new
words and discuss how to keep the
Studies
Content: Importance of Clean up classroom/school grounds clean;
importance of keeping clean.
cleaning and caring for the Reading & viewing: Read and create
environment. words with familiar blends e.g. – rt (short,
Explore/Investigate:
skirt, shirt, start, smart etc.
Organise a cleaning Mathematics Read paragraphs about cleaning up and
campaign at school or any NCD: Orientation 1-1500 various aspects of answer questions on it.
environment NCD. Round off to the nearest 10 using a Phonics: -rt words (blends)
Write a short report about number line; Odd and even numbers: Recognise Writing; design a poster about cleaning
cleaning up the school odd & even numbers end in particular numbers. up the school ground (comics)
grounds/community Computation: 0- 1000. Language Structure: rules for subject-
activities. Phase 3 multiplication: any 2digit number (50-99) verb agreement in (speaking/writing)
Draw or create poster and times 2, 3, 4 or 5 using the column notation; use she/he/I, /you/we/they e.g. (I look, they
write a short report about of commutative law: 54×3 = 3×54. walked, we like to dance etc.). Use
cleaning up the school. Problem solving: familiar verb to describe what will happen
Display Table: Use the theme to set up story problems and in future9 Simple future tense)
Poster of pictures/ photos of explain methods used (use operations taught) in
cleaning campaign and the range 0-100
reports, rubbish Measurement: Length: Draw a straight line in
given cm & m; measure with reasonable accuracy
Physical Education
Theme: Motor Skills
lengths, widths and heights and record (cm & m)
Activities: Flexibility activities
Geometry: Identify right and other angles in
RME shapes using a reference tool to find right angles
-Ankle, knee
Theme: 4 Festivals Theme: Game(s)
in shapes that are less or more than a right angle.
*African traditions and Revision: Choose from: P+FH 123456; P- Three against one
religion FH1234; PM 12; PD 123; P+ 123 & P+ 456; P-
Unit 4.1 Traditional 1234; times tables of 2, 3, 4, 5 and 10.
ceremony or festivals Maintenance of computation < 1000 stepwise
approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: The earth, the moon, and our solar system
and the universe
Topic of Integration: The sky Week: 33

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share). Ask learners to Visual Art: Use mixed media
listen to a story or presentation about the sky and let them retell the story in Music: Play instrument while gradually
a correct order. getting faster / slower (tempo)
Speak and communicate: Let learners describe features of the sky (blue, Dance and Drama
night, day sun, stars, moon, ). Say poems and do rhymes about the sky -Exaggerate common gestures and
(remember “Twinkle, twinkle little stars) demonstrate spatial awareness.
Vocabulary: sky, clouds, stars, moon, galaxy etc.
Read + View: read stories about the sky. Read prepared grade-level texts
aloud with understanding, Second Language
Sight words: Revise and add 10 new words from the list Listening & Responding; Listen to a story
Phonics: Revise the three letter blend words in sentences and recall sight about any feature in the sky during day/night
words. Apply phonics skills by designing their own picture books for reading and answer higher-order thinking questions
about the sky on the story.
Write: Write interview questions to get information about the features of Vocab: sun, moon, stars, earth, etc.
the sky ( what, when, where, why and how). Complete word puzzles, play Speaking & comm: Groups make list of
language and card games. things you see in the sky during day/night.
Handwriting: Revise correct pencil grip and body posture. Demonstrate Give reasons for differences in temperature
rhythm and speed, writing in guiding lines. during day/night.
Language Structure: identify and use conjunctions in sentences and Reading & viewing: Read poem/rhyme and
stories. identify rhyming words e.g (Somewhere over
the Rainbow IPM Gr: 3 Page 100).
Phonics: u-e (tube, cute, dune, cube, tune)
Writing: Write a short paragraph about the
sky (using correct letter formation/spacing
Environmental Studies Language Structure:
Content: The sky Describe actions happening now.
The features of the sky ( the (Present Continuous Tense) e.g (Mate is going to
colour of sky, moon, sun, a new school next term, Lucas is at university etc…)
stars). How it gets dark early Use quantifiers (little, few, many, much, lots of)
in winter and later in summer. Mathematics Sound out/spell words.
Explore/Investigate: NCD: Orientation 1-1500. Double & halve Revise: this’,’ that’,’these’,’those’ in sentences
Observe, discuss and draw up to 500, Odd & even numbers: Identify
colours at sunset, moon and odd & even up to 1000.
stars at night and day. Computation 0-1000.
Display Table: Phase 5 (P-FH 5) 3 digits – 3 digits in Physical Education
Different drawings/ pictures/ column notation, bridging 10 and 100: Theme: Games in limited space
photos of the sunset, sunrise, 465-289 Activities: Imitation
moon, stars and features of Problem solving: The boxer, the sprinter and the bicycling
the sky. Use the theme to set up story problems Theme: Game(s)
and explain methods used (use operations Own traditional games
taught) in the range 0-100
Measurement:
Time: Revise using a calendar to find
RME specific information about days and dates.
Topic of own choice Money: Express cents in dollars and vice
Unit 4: Biblical events versa; roughly estimate the total cost of two
E.g. Easter, Palm Sunday items.
Revision: Choose from: P+FH 123456; P-
FH 1234; PM 123; PD 12345; P+ 123 & P+
456; P- 1234; times tables of 2, 3, 4, 5 and
10. Maintenance of computation < 1000
stepwise approach (add. & subtr.).

IPM TEACHER’ S MANUAL GRADE 3 NIED 2023

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 SEMESTER 2
THEME: THE NATURAL ENVIRONMENT Topic: Forces, motion and
energy
Topic of Integration: Saving energy Week: 34-35

First Language Arts:

Listen +Respond: Daily news (Think, Pair, and Share).Ask learners to Visual Art: Sew a variety of simple stiches
listen to each other talking about ways how to save energy. Let them listen onto fabric to make a design (learners also knit
to an adult explaining how energy can change forms. or weave)
Speak and communicate: Let learners describe a simple process on how Music: Recognize long and short sound.
energy can make things work. Give learners opportunities to demonstrate, Dance and Drama: Combine
describe and explain the effects of gravity. Let learners talk about how -Speed when moving (time) fast then slow.
things work (opening and closing doors, blowing through a tube, etc.) Say -Perform drama to a wider audience.
poems and rhymes and sing songs about saving energy.
Vocabulary: energy, solar panels, sun, warm, earth, forces, etc.
Read + View: Modelled, shared and guided reading of stories about Second Language
energy. Read books and magazines on how to save energy and make Listening & Responding; Listen to a story
short summaies. Read informational texts and visual materials and locate about how to save energy and answer
meanings of words form a grad- level dictionary. questions. Listen to a story on how we use
Sight words: Revise and add 10 new words from the list. energy on everyday life.
Phonics: Recall grade-level vocabulary and extend phrases by adding Speaking & comm: Discuss different ways of
phrases. saving energy. Share experiences on using
Write: Write statements to show opinions and justification. Complete word solar panel and why it is suitable for Namibia.
puzzles, play language and card games to develop vocabulary. Write a Reading & viewing: Read texts on different
friendly letter about how to save energy and why it is important sources of energy.
Handwriting:. Demonstrate rhythm and speed, writing in guiding lines. Phonics: Revise phonics/ diagraphs/
Demonstrate legible print, correct formation, size and spacing. diphthongs/blends.
Language Structure: Explain and use simple proverbs/Form irregular Sight words: Revise all
plurals of nouns that change vowels or word ending. E.g. man-men Writing: Write own story about objects that hit
the ground faster than others when throwing it
in the sky e.g. (stone, paper).
Language Structure:
Environmental Studies Revise: common verbs+ pronouns
Content: Energy-saving practices Revise: Prepositions
and benefits. Identify how energy
Saving energy Revise: Present continuous+ simple future
can change the form. Describe the tense
effects of gravity. Mathematics
Explore/Investigate: NCD: Orientation 0-1500. Revise any Physical Education
Find out about solar panels and of the various aspects of NCD) as in Theme: Athletics
why they are being used in the TM up to 1000. Activities: Competition
Namibia. Demonstrate/observe Computation: 0-1000. -Dodge ball (one against two
how energy can change form. Extra revision for division by (2, 3, 4, Theme: Game(s)
Kicking a ball makes a noise, 5 and 10) using inverted Own traditional games
blowing through a tube or striking multiplication and repeated THEME: Sport skills
a drum makes a sound) subtraction. Activities: Games with rules
Demonstrate how gravity is Problem solving:
working and the effects. Use the theme to set up story
Display Table: Pictures, posters, problems and explain methods used
photos, tube, ball, pictures of solar (use operations taught) in the range
panels 0-100
Measurement: Capacity: Measure and
record capacity using the abbreviation
ℓ and mℓ.
Length: Use standard units of m and
cm to measure length with reasonable
RME accuracy.
Geometry: Revise describe common
Topic of own choice objects using words such as edges,
Unit 4: e.g. Holy week corners, faces, straight, curved, flat,
rectangular and so on.
Revision: P+ FH 123456; P- FH
12345; PM 123; PD 12345; P+ 123 &
P+ 456; P- 1234; times tables of 2, 3,
4, 5 and 10. Maintenance of
Week 36-Revision computation < 1000 stepwise
approach (add. & subtr)

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3 Plans
Introduction to Lesson Plans

Lesson plans are used by teachers to plan their daily teaching. Teachers should
prepare a lesson plan in advance of each week (or each day). A scheme of work is
used as a guide or an outline when preparing the lesson plan. A lesson plan is
detailed and personal to the teacher’s situation. Teachers need to adjust a weekly
lesson plan as the week progresses.

The Main Features of Lesson Plans

There are several necessary components to a lesson plan, they include:

 Competencies – see below
 Objectives (lesson and learning) – see below
 Introduction – how the lesson will be introduced
 Presentation – how the lesson will be taught, including main methodologies,
activities and materials to be used.
 Conclusion – how the lesson will be concluded
 Assessment – what will be assessed during the lesson (and how)
 Learning Support – the intended provision of learning support
 Reflections – How the lesson went (reflections – to be filled in after the lesson is
taught and kept in mind when planning the next day’s lesson)
 Enrichment

Competencies

The competencies are the cognitive operations, skills, values and attitudes, which all
learners should be able to demonstrate, and which can be assessed. Competencies
are the intended learning outcomes of the lesson.

These are in the curriculum and also need to be included in the Weekly Overview
(although not necessarily copied directly from the document but made relevant to the
lesson in question).

Objectives

When looking at lesson plans, there are two types of objectives to consider:
Learning Objectives and Lesson Objectives.

Learning Objectives are defined in semesters of what learning is intended to happen

throughout the Junior Primary Phase. These are outlined for each subject area in the
curriculum (see p 57 and 61 column 2).

For example, in handwriting, “demonstrate fluent and legible handwriting” or in

Mathematics, “understand and use time correctly, and understand how long daily
events take in real life”. In Environmental Studies, under the topic of Animals as
Living Things, “understand that animals are living things that have different
characteristics, habitats and feeding habits” or in RME Grade 3 under the theme of

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Social Values, “understand that agreed rules are a social contract”.

Lesson Objectives are defined in semesters of what learning is intended to happen at

the level of a lesson. These need to be decided by teachers as they plan the lesson
(using the learning objectives and competencies from the Curriculum).

From the point of view of writing a lesson plan, teachers should include the
Competencies and the Learning Objectives (which are quite broad and from the
Curriculum) in the weekly overview. Teachers should decide on Lesson
Objectives (something more specific to focus on in the lesson) and include
these in the daily lesson plans.

For Example:

A Grade 3 lesson on the topic, Plants as Living Things

Learning Objective: Understand that plants in their environment are living things and
have a life cycle
Competency: Identify different types of trees in their environment using observable
features
Lesson Objective: Collect seeds, leaves, flowers and bark from different trees.
Mount and label

Lesson Plans and Integration

As far as possible the content of all subjects to be taught is integrated with the
week’s topic of integration. However it is not possible to integrate every single
element of the lesson plan with the week’s topic of Integration. For example, the sight
words and phonics introduced, and Mathematics concepts taught, will not always be
associated with the topic. The Daily News is done regularly but, it too, is not always
integrated with the topic. Although every effort is made to integrate the content of the
lessons into the week’s topic, it would be unrealistic and artificial to link absolutely
everything. Every single item does not have to be linked to the topic of integration.
Integration should not be forced and should take place in a natural manner.

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Time Allocations in Lesson Plans

The time allocated to each subject for the Junior Primary Phase is as follows:

Subject Grade

1 2 3

First Language 10 10 9

English Second Language 6 6 9

Mathematics 8 8 9

Environmental Studies 3 3 5

Arts 2 2 3

Religious and Moral Education 2 2 2

Physical Education 2 2 2

Reading Period 1 1 1

Total 34 34 40

As mentioned earlier in this manual (p.8) proper integrated teaching cannot take
place within the traditional subject based period/block timetables. The curriculum
supports flexible integrated timetabling and time allocation (National Curriculum for
Basic Education p. 6).

The following depends on the decision made regarding time allocation

For example, the ‘period allocation’ per week for First Language, Second Language
and Mathematics is 9 of 40 periods each in Grade 3. Each of these subjects attracts
over ¼ of the weekly instructional time. This represents 1 hour 12 minutes per day
(or 6 hours per week) on each of L1, L2 and Mathematics. The remaining
instructional time of 1 hour 44 minutes a day (8 hours 40 minutes per week) is
committed to other subjects.

All these subjects could simply be taught in separate blocks or periods each day (and
indeed, sometimes they need to be) but a more flexible approach would be to
integrate several subject areas using the available allocated time.

The time could comprise several short sessions or lessons (especially effective as
young learners have short attention spans) or a few longer lessons where integration
with other subjects takes place.

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Pointers for Good Daily Lesson Plans

Lesson plans must be SPECIFIC

 They should include the details of what will be taught and make direct reference
to the content (the story, poem, rhyme, picture, poster, phonic, letter sound,
page in the learners’ book that will be used) and how it will be taught (using
group work, pair work, games/activities, modelled/shared/guided reading, etc).
 The specific focus for the lesson should be included.
 The topic of integration should be kept in mind and referred to when necessary.

Lesson Plans must also be PERSONAL and INDIVIDUAL

 They must relate to the teacher’s own individual situation; each different class,
school and timetable will mean a different plan.
 Different text books and available resources will also influence the plan.

The plans should also be PRACTICAL and ADAPTABLE

 The length and content of the plan should be practical rather than ideal. Each
week builds on the week before and if material was not covered it may need to
be included in the next week. Lesson plans will not always follow the yearly
plan or the scheme of work exactly.
 The section for reflection at the end of each day will allow the teacher to note
what needs to be added or changed in the plans for the following week.
 The lesson plan is flexible and leaves room for change and adaptation to suit
the ever-changing needs of the learners.

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The Two-Part Lesson Plan

The sample lesson plan outlined on pages 61-64 has two parts: a weekly overview
and daily lesson plan. The two parts of the lesson plan work together to make
teachers’ planning more effective, practical and useful.

The Weekly Overview

This is for the teacher to plan, in a general way, what will be taught each day, so that
there is a sense of continuity and everything in the scheme of work is included. It is a
bridge between the scheme of work and the lesson plan and is an intended plan for
the week’s work. The weekly overview contains the WHAT (content) and the
WHY (learning objectives/competencies) of the lesson preparation.

It is particularly important to plan weekly for First Language, Second Language and
Mathematics as these are taught every day. If the scheme of work is for two or three
weeks, a weekly overview should still be prepared for each week. It should also
include the weekly learning objectives and competencies from the Lower Primary
curriculum. It should be brief and just contain an outline of the work planned (the
weekly overview sample is written in a ‘note’ format, using abbreviations so it is a
concise, condensed, rough sketch).

The Daily Lesson Plan

This contains the details of the planned lessons, specifying what methodologies,
strategies, resources, teaching aids and textbooks will be used as well as how
learning support, assessment and homework will be arranged. It contains HOW the
content outlined in the weekly overview will be taught.

It should be written daily (perhaps each afternoon, in preparation for the next day).
This is because through observation and assessment teachers should be continually
changing and adjusting their plans. Preparing lesson plans too far in advance does
not allow for these adjustments. See also the ‘How to Integrate’ segment in Section 1
(p.12).

It is recommended that teachers prepare the daily lesson plans using the weekly
overview as a guide. However the self-evaluation of the previous day’s lessons will
also need to be considered and changes to the weekly overview made, depending on
the success of the teaching. There may be the need for re-teaching, more revision,
reviewing, consolidation or a complete change in the planned activities.

Over the next several pages there is information on how to use this two-part lesson
plan to organize planning and prepare lessons.

1. First there is the ‘Steps in Writing a Two-part Lesson Plan’ which is a step-by-
step guide outlining the actions a teacher can take to use a scheme of work to
write a lesson plan.

2. Next is a bank template and a ‘how to’ guide. It shows what the teacher should
write/type in each box on the grid/table. These instructions are written in
italics.

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 3. Finally there is an example of what a teacher could plan for that week’s work
(using the ‘My Family’ scheme of work). The plan covers each of the 5 days of
the week

The advantages of this style of plan:

 Teachers can clearly see what syllabus content they are planning to cover over
the week, each day and in each subject.
 There is a clear plan in place so teachers are organized and all content
outlined in the scheme is covered.
 In writing the weekly overview teachers are clear on where and how the
content links to the learning objectives and competencies in the Curriculum.
 The weekly overview creates a bridge between the scheme of work and the
actual lesson preparation.
 Because a scheme of work is very general (to suit many different teachers)
writing an overview helps teachers personalize the content of the scheme.
 The daily lesson plans should concentrate on how teaching and learning will
take place. This is an essential element of lesson preparation. Because
teachers have already decided the content to be taught and know what
learning objectives and competencies they want to cover, they can concentrate
on the important details of how best to achieve this in their daily lesson plan.
 Teachers arrange their daily lesson plan in a day-to-day, integrated, learner-
centred manner rather than a subject-centred way.

It is also important to remember to link and integrate lessons in different subjects as

the day progresses. Linking to the ‘topic of integration’ takes place within each
subject but also between subjects. As a reminder, areas that can be integrated are
marked with a star. ( )

Steps in writing a two-part lesson plan

1. Read the relevant scheme of work

 Think about learners and their needs.
 Think about the integration topic and all the areas it encompasses.

2. Write up the weekly overview (focus is on the WHAT and the WHY)
 Take L1 and brainstorm (write down all the possible content from the scheme of
work and add to it according to the individual needs of the class and
preferences of the teacher).
 Divide the content for L1 into 5 (at least one oral/speaking/listening activity and
one reading/writing activity for each day of the week) and fill in on the blank
lesson template (teachers can also use their own version).
 Decide on your lesson objective (focus) for each day.
 Link the content with the curriculum by filling in the relevant learning objectives
and competencies.
 Do the same for L2 (brainstorm, divide in 5, choose a focus, link to curriculum).
 Do the same for Maths (brainstorm, divide in 5, choose a focus, link to
curriculum).
 Do the same (in a briefer way) for PE, Environmental Studies, RME and Arts.

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3. Write your daily lesson plan (focus is on HOW the content will be taught)
 Write the detailed lesson plan for L1 using the weekly overview and reflections
on the previous day’s lessons (include the details of the content and planned
methodologies).
 Write the resources/materials needed where integration will take place, how
learning support and assessment will be approached and the homework to be
assigned).
 Write your lesson plan for L2 in the same way.
 Write your lesson plan for Mathematics in a similar way.
 Write a lesson plan for the other subjects to be taught that day.

4. After teaching, write your reflections (self-evaluation)

 Note what went well, what did not and, most importantly, why.
 Make a note of area that will need re-teaching or more work (these reflections
should be used with the weekly overview to write the lesson plan for the next
day).

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Part 1: Weekly overview of Lesson Plan (Week: /Topic: ) BLANK TEMPLATE

L1 Weekly learning objectives: Competencies:

Mon Tues Wed Thurs Fri

Focus: Focus: Focus: Focus: Focus:
L&R: L&R: L&R: L&R: L&R:

S&C: S&C: S&C: S&C: S&C:

R&V: R&V: R&V: R&V: R&V:
SW: SW: SW: SW: SW:
PH: PH: PH: PH: PH:

WR: WR: WR: WR: WR:

HW: HW: HW: HW: HW:

L2 Weekly learning objectives: Competencies:

Mon Tues Wed Thurs Fri

Focus: Focus: Focus: Focus: Focus:
L&R: L&R: L&R: L&R: L&R:

S&C: S&C: S&C: S&C S&C

R&V: R&V: R&V: R&V: R&V:
SW: SW: SW: SW: SW:
PH: PH: PH: PH: PH:
WR: WR: WR: WR: WR:

HW: HW: HW: HW: HW:

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Maths Weekly learning objectives: Competencies:

Mon Tues Wed Thurs Fri

Focus Focus Focus Focus Focus
Content: Content: Content: Content: Content:

Activity Activity Activity Activity Activity

Env Weekly learning objective:

Competency:
Content:

Rel Weekly learning objective:

Competency:
Content:

PE Weekly learning objective:

Competency:
Content:

Arts Weekly learning objective:

Competency:
Content:

L&S = Listening & Responding, S&C= Speaking & Communicating, R&V= Reading & Viewing, OL= Oral Language, SW=Sight Words PH= Phonics HW = Handwriting, WR=Writing.
Intro= Introduction, Comp Q= Comprehension Questions, Vocab = Vocabulary, Pic = picture, W = with, Lang = Language, Sen = Sentences, Ans = Answer

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Part 2: Daily Lesson Plans BLANK TEMPLATE
Day: Date: Semester: Week: Topic of Integration:

Subject Lesson Content Resources Learning Support & Homework

& integration Assessment
L1 Lesson Objective (daily focus):

Integrated Activity: Daily News (Listening/Speaking/Reading/Writing)

Introduction: Listening & Responding

Speaking & Communicating:

Vocabulary:

Reading & Viewing

Writing
Handwriting:
Phonics:
Sight words: Integration –
Conclusion:

L2 Lesson Objective (daily focus)

Introduction: Listening & Responding

Speaking & Communicating:

Vocabulary:
Integration –
Reading& Writing (or Language game /Activity)

Sight words-
Phonics -
Conclusion/activity -

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Subject Lesson Content Resources Learning Support & Homework
+ Integration Assessment
Mathematics Lesson Objective (daily focus)
Introduction:

Teach/Demonstrate:

Activity: Integration:

Conclusion:

Environmental Lesson Objective:

Studies Talk about: Integration:

Investigate:
Conclusion:

Arts Ed. Lesson Objective:

Visual Art:
Music:
Drama:
Dance: Integration –

RME Theme:
Content:
Integration –

Phys. Ed Theme:
Warm up –
Activities -
Integration –
Cool Down –

Reflections: _______________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________ ____________________
_____________________________________________________________________________________________________________________________ ____________________
_________________________________________________________________________________________________________________________________________________

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HOW TO GUIDE

Part 1: How to fill in your: Weekly Overview of Lesson Plan (Week: write the week /Topic: write the topic of integration)

[The purpose of Part 1 of the lesson plan is to divide up the content in the Scheme of Work over the days of the week so that there is continuity and an even amount of
work for each day. It is used a reference when writing daily plans, but will obviously need to be adjusted as the week progresses]

L1 Weekly learning Objectives: write your lesson objectives for the week for L1. Competencies: write the competencies that you hope to work on during the
These should reflect the learning objectives in the Curriculum (p. 34/5) but week for L1. These should reflect the competencies in the Curriculum (p.
not be copied straight from it. 34/5) but must be adjusted. (WHY?)

Mon Tues Wed Thurs Fri

Daily Focus: For each day choose a more specific focus or objective for the lesson. The focus should be reflected in the content
of the lesson. Try to choose a different one for each day. This is also the focus for assessment
L&R: From the scheme of work, choose the main listening and responding activity or area of focus for each day (it should link to
the topic of integration) Try to have continuity in the content of the lesson. Each lesson should link to, and build on, the previous
day. S&C: The question can be based on the topic of listening and responding.
R&V: From the scheme of work, choose the main activity/area of focus for each day (it should link to the L&S activity). WR:
HW:

L2 Weekly learning Objectives: write your lesson objectives for the week for L2. Competencies: write the competencies that you hope to work on during the
List the phonics ( ) sight words ( ) and handwriting ( activities that
These should reflect the learning objectives in the Curriculum (p. 54) but not be week
PH SW HW) will be
forincluded forshould
L2. These each day.
reflect the competencies in the Curriculum (p.
copied straight from it. 54) but must be adjusted. (WHY?)

Mon Tues Wed Thurs Fri

Daily Focus: For each day choose a more specific focus or objective for the lesson each day
L&R: From the scheme of work, choose the main activity or area of focus for each day (it should link to the topic of integration)
The bulk of the lesson should focus on Listening and responding skills with lots of opportunity to practise and use L2. S&C:
R&V: From the scheme of work, choose an activity for each day (it should link to and consolidate the L&S activity)
List the phonics (PH) and sight words (SW) that will be included for each day. WR: HW:

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Maths Weekly learning objectives: write your lesson objectives for the week for L2. Competencies: write the competencies that you hope to work on during the
These should reflect the learning objectives in the Curriculum (p. 67 -72) but week for L2. These should reflect the competencies in the Curriculum (p. 67 -
not be copied straight from it. 72) but must be adjusted (WHY?)

Mon Tues Wed Thurs Fri

Daily Focus/Objective: For each day choose a more specific focus or objective for the lesson. The focus should be reflected in the
content of the lesson. Try to choose a different one for each day. This is also the focus for assessment
Introduction: Briefly write how the lesson will be introduced each day.
Presentation/Teaching: For each day, write the main content/focus area for the body of the lesson
Activity: Outline the activity for each day (link to presentation/teaching)
Conclusion: Write the concluding activity for each day

Env Weekly Learning Objective/competency: Write the relevant weekly lesson objective and competency (See Curriculum p. 96 – 99)
Content: Outline the main content to be covered over the week. Mention the main scientific/investigative approaches that will be used to explore the topic (
Although Environmental Studies isn’t taught every day, much of the content will be covered through its integration with other subjects L1 in particular)

Rel Weekly Learning Objective/competency: Write the relevant weekly lesson objective and competency (See Curriculum p. 135 - 137)
Content: Outline the main content to be covered over the week. (try to identify 2-3 main content areas)

PE Weekly Learning Objective/competency: Write the relevant weekly lesson objective and competency (See Curriculum p. 152 - 154)
Content: Outline the main content to be covered over the week.

Arts Weekly Learning Objective/competency: Write the relevant weekly lesson objective and competency (See Curriculum p. 123 -127)
Content: Outline the main content to be covered over the week. Try to include at least one activity for each aea (music, visual arts, drama and dance and
remember that Integration is very important in Arts

In an attempt to make it quicker and easier to outline the weekly content of the lessons, abbreviations have been used in filling in the grid. It is, of course, up to the
teacher if they find such a system useful or if they want to use it. These are the abbreviations used:
L&R = Listening & Responding, S&C=Speaking & Communicating, R&V= Reading & Viewing, OL= Oral Language (a more formal word for speaking and listening), SW=Sight Words
PH= Phonics HW = Handwriting, WR= Writing

Intro= Introduction. Comp Q= Comprehension Questions. Vocab = Vocabulary, Pic = Picture, W/ = With, Lang = Language, Sen = Sentences, Ans = answer

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Part 2: How to fill in your: Daily Lesson Plan
Day: Write the day (there should be a plan for each day of the week) Date: Write the date Semester: Write the semester Week: Write each week of the
semester
Topic of Integration: Write the topic of integration (in the circle in the centre of the page in the ‘scheme of work’)

Subject Objectives & Lesson Content Resources Learning Support & Homework
& integration Assessment
L1 Objective: Write the daily objective for the L1 lesson. Just select one List all the resources List what kind of List the homework
objective as the main focus for the lesson (although it may cover others) needed for the L1 lesson, learning support is that will be assigned
Listening & Speaking/Reading & Writing; (integration/revision activity) (e.g. flashcards, story, planned for the lesson This should be to
charts, worksheets, etc) List how it will be consolidate work or
Introduction: Listening & Responding List the text book, organized and if there practise skills
Write about the oral activity (listening/speaking) that will be used to teacher’s manual or are specific targets covered in class
introduce the lesson. Also list the main vocabulary, oral phonics activities, learners’ books to be used for it This can also be used
language games and discussion content that will be covered (if any). Specify which to develop a home-
Speaking & Communicating: The teacher can asks questions on Language page(s) will be used List the assessment school link
Structures or games. that is planned for the
Reading & Viewing: Integration lesson, e.g. observation,
Write the reading activities here. This should include the content, (e.g. List the subjects that will less structured or
name of story or cut and paste activity) and the methodology (how you will integrate with L1 (mark more structured aims
teach it, e.g. modelled/shared reading, group work). The sight words, with a star )
phonics and handwriting should also be included
Conclusion: Write the concluding activity, e.g. Writing/colouring activity,
recap questions, etc HW: Concentrate on the formation and the speed of
writing.

L2 Objective: Write the daily objective for the L2 lesson List all the resources, text List what kind of List the homework
Introduction: Listening & Responding books, teacher’s manuals learning support is that will be assigned
Write about the oral activity (listening/responding) that will be used to or learners’ books needed planned for the lesson This should be to
introduce the lesson. List the main vocabulary, phonics activities and for the L2 lesson. Specify List how it will be consolidate work or
language games that will be used which page(s) organized and if there practise skills
List the oral content of the lesson (most of the L2 lesson should be oral) are specific targets covered in class
Speaking & Communicating: Ask questions based on the oral activity and Integration for it
learners must retell the story/poem. List the subjects that will
Reading & viewing integrate with L1 (mark List the assessment
Write the reading activities here. This should include the content, (e.g. with a star ) that is planned for the
name of story or cut and paste activity) and the methodology (how you will lesson, e.g. observation,
teach it, e.g. modelled/shared reading, group work). The planned sight words less structured or
and phonics should also be included. L2 in grade 3 should still focus to some more structured aims

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 extent on listening, speaking and understanding skills
WR: & HW: Activities from reading activity.
Conclusion: Write the concluding activity, e.g. activity or recap questions

Objectives & Lesson Content Resources Learning Support & Homework

+ Integration Assessment
Mathematics Objective/focus: Write the main objective for the mathematics lesson List all the resources, text List what kind of List the homework
Introduction: Write how the lesson will be introduced, e.g. activity, books, teacher’s manuals learning support is that will be assigned
counting, song, rhyme, etc. It is recommended that there is some or learners’ books needed planned for the lesson This should be to
element of revision in the introduction, e.g. recapping or linking to a for the Mathematics List how it will be consolidate work or
previous lesson/concept lesson Specify concrete organized and if there practise skills
Teach/Demonstrate: Write the content of the lesson that will be taught materials and which are specific targets for covered in class
(the ‘what’ of the lesson) and the methodology to be used (the ‘how’ of page(s) of the books it
the lesson). This is the most important part of the lesson.
Activity: Write about the practical activity that the learners will List the subjects that will List the assessment
complete to consolidate the teaching or demonstrating, e.g. worksheet, integrated with L1 (mark that is planned for the
copy work from textbook or from chalkboard, practical investigation, with a star ) lesson
etc. There should be a clear link to the objective of the lesson and to
the teaching element of the lesson
Conclusion: Write how the lesson will be concluded (some element of
revision of the lesson or looking at the lesson objective is
recommended)

Environmental * Objective: Write the focus for the week/lesson As above As above
Studies Talk about/Introduction: Write the areas that will be discussed or ======
explained. Describe how the lesson will be approached
Investigate: Include what kind of investigations, experiments,
classification, etc will be included in the lesson

Arts Education * Visual Art: Drama: Music: Dance: As above As above

Write which Arts area will have focus and what activity will be ======
completed. Include the content, the skill and the integration area

RME * RME: Write the objective, introduction and content for the lesson As above As above ======
Physical * Phys Ed: Write the warm up, content and cool down activity. As above As above ======
Education

* All subjects will not be taught every day (depending on timetable) so leave these areas blank
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Reflections: This is where teachers write daily reflections on how the lesson(s) went. It should include brief notes on each subject, (e.g.
what went well, what did not, what was not covered, what needs more work, etc). It can also include observations on the learners, (e.g. who is
struggling, who is not keeping up, etc.). This is used when planning work for the next day/week, especially if certain areas weren’t covered as
planned or if adjustments need to be made to the work planned. These notes are for the teachers’ own use.

Sample Lesson Plans

The following example of a two-part lesson plan is written for an imaginary class based around an invented timetable and with
book/page references from text books that could be used when teaching this topic.

Sample textbooks: The sample daily lesson plan refers to using Longman’s English for All for You Grade 2 learner’s and teacher’s book
in Second Language. It also refers to MacMillan’s series of Environmental Studies textbooks and Mathematics textbooks from th e
Friendly Earth series (the learner’s book and teacher’s guide for Grade 2). In First Language there are no text books referenced, but
‘worksheets’ are mentioned. These refer to possible ideas for teacher-designed worksheets and stories from the ‘Resource’ section of
this manual. Different schools choose to use, or not use, different textbooks. These schemes are not intended to reflect an ideal
classroom set-up or promote the use of any particular textbook. They show different ideas that could be used to teach the topic in
question.

Sample timetable: In the sample lesson plan, First Language, Second Language and Mathematics are taught every day. Environmental
Studies and Arts are taught three times a week (in this case, Monday, Wednesday and Friday) and PE and RME are taught twice a
week (Tuesday and Thursday). Again, this should not be seen as a recommendation or ideal timetable. Each classroom has its o wn
timetable and allocation of time decided by teachers in accordance with their particular situation, preferences and circumstances. Also,
the order in which the subjects are listed on the sample plan does not prescribe the order in which they are to be covered.

This sample lesson plan was written using the scheme of work – specifically ‘Preparing Food’ which is the last topic in the second
semester of Grade 2. Usually this would be taught in about the 24 th week of school (usually towards the end of August). Turning a
scheme of work (aimed at one or two weeks’ work) into a practical lesson plan is one of the most challenging steps in integrated
planning.

The scheme of work was used to write the weekly overview (following the steps outlined above) and then the weekly overview wa s used
to write the daily lesson plans. These are quite detailed and content-heavy, because it is for an ‘ideal’ situation and it is better to plan
too much than too little. Remember, it is just an example and teachers’ own plans might be somewhat different.

The SAMPLE LESSON PLAN that follows should be used as a guide to show how to organise and structure a weekly and daily
lesson plan and what should be included.

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Part 1: Weekly Overview of Lesson Plan (Week /Topic: ) Fill in! SAMPLE

L1 Weekly learning objectives: Learners will: Competencies: Learners should be able to:
 Listen attentively and show understanding by responding appropriately.  Discuss texts, answer questions and present information in simple and
compound sentences.
 Communicate fluently, confidently and with imagination.  Use everyday language fluently with expression, and correct intonation and
pronunciation.
 Recall and use knowledge of phonics when reading familiar words.  Correctly read familiar-grade-level words beginning with two-letter blends.
 Demonstrate the need and desire to read independently for knowledge and
 Read a wide range of books silently and aloud with purpose and pleasure
understanding.

Mon Tues Wed Thurs Fri

Daily Focus: L&R Focus: Reading and Viewing Focus: Phonics Focus: Language Structure Focus: Writing
L&R: Daily news L&R: Daily news L&R: Daily news
(think, pair, share) Revise the sequencing of (think, pair, share) L&R: Daily news L&R: Daily news
Listen to how food is stored. sentences Learners share experience on Listen and respond to short Listen to a poem and answer
Arrange a sequence of sentences food preparation. rhymes about homonyms questions.
in the right order.
Voc: storage, dry, bottles, etc Voc: sorghum, store, vegetables Voc: containers, crop, ripe, etc Voc: mahangu, bags, bottle, Voc: spread, label, prepare, etc
etc. S&C: Talk about words they etc. S&C: In pairs learners have a
S&C: Answer literal and S&C: Give learners have come up with individually S&C: Do the Pat-a-cake poem dialogue on how food is stored
comprehension question. opportunities to recall personal by explaining the meaning with on page 93 (IPM) and prepared.
R&V: Read articles from books experience on food storage. others. R&V: Read vocabulary and sight
and magazines. R&V: Read words and sentences R&V: Read the simple words done throughout the whole
R&V: Read a story about food with dr- and st- sounds. homonym words week.
storage Phonics: Learners come up with
their own words using the dr- Phonics: Do words with 2 Phonics: Do words with 2 letter
PH : dr-, st- Phonics: Read through the dr- and st- sound. letter blends at the end. blends.
and st- words. SW: her, can, but, in, on, etc
HW: Demonstrate rhythm and SW: the, their, was, lot, as, SW: cut, up, such, much, etc
SW: of, when, was, work, are, SW: is, are, up, etc speed in writing. etc HW: Demonstrate rhythm and
they, etc. HW: Demonstrate rhythm and WR: Learners can write 3 or 4 HW: Demonstrate rhythm speed in writing down
HW: Demonstrate rhythm and speed in writing. sentences and speed in writing down vocabularies in their books.
speed in writing. WR: Corrections from the Lang. struc: add ‘s’ dr- and st- the homonyms words in their
WR: Written activity on Lang. previous day’s work. words to make them plural books. WR: Writing a story about any
Struc Lang. struc: Revise ‘s’ to form WR: Corrections from topic
Lang. struc: Use ‘s’ to form plural plurals previous work. Lang. struc: Revise all
Lang. struc: Introduce simple
homonyms

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L2 Weekly learning objectives: Learners will: Competencies: Learners should be able to:
 Develop listening skills to distinguish English from other languages.  Distinguish phonemes and tones, e.g. listen to a story, sing songs, and
 Listen and respond/act appropriately to courtesies, greetings, questions recite rhymes.
and instructions.  Ask questions, follow/give instructions.
 Use basic and new words in context.  Use new words in activities and assignments and practice them in a variety
 Use correct pronunciation and vocabulary. of ways.
 Be aware of the need to read English and develop good reading habits.  Pronounce words and phrases, e.g. recite rhymes, retell stories, ask and
 Demonstrate phonological awareness. answer questions, follow and give instructions, discuss in groups.
 Print script accurately shoeing correct body posture, and using correct  Demonstrate good reading habits through eagerness to read, e.g. read
letter formation, spacing and adequate speed. frequently in the reading/book corner of the classroom/library.
 Use simple present, present continuous, simple past and simple future  Blend and split onsets and rimes including three-letter blends.
tenses.  Write stories, cartoons and articles on given topics and present in a booklet
 Speak, read and write grade-level words correctly using knowledge of for others to read.
word study skills.  Use regular verbs (Speaking and Writing), e.g. dressed, talked, enjoyed
 Add ‘s’ to make familiar nouns plural, use irregular plural of some nouns
that are the same in singular/plural form, e.g. sheep, deer, scissors,

Mon Tues Wed Thurs Fri

Focus: Listening and Responding Focus: Speaking & Focus: Phonics str- Focus: Reading & Viewing Focus: Listening & Responding
L&R: - Story on meal preparation Communicating + Writing L&R: Follow instructions L&R: Talk about different L&R: Invited speaker (Chef)
Answer questions. L&R: Revise the story meals preparation
Role-play Voc: Match words with given Voc: Learned voc + new voc
Voc: stove, boil, cool, warm, Voc: store, supply, fridge, meanings Voc: Un-jumble known
wash, clean, cook, meal, freezer, cool, warm, cook, meal, words S&C: Questions/discussions
container, etc. container, etc. S&C: Give commands
S&C: A rhyme R&V: Words from invited speaker
S&C: Group discussion S&C: Retell the story R&V: Get information/recipe
from books/ magazines R&V: Different stories
R&V: Read and Answer R&V: Follow a recipe Phonics: blend and split onset and
questions Phonics: Find str- words Phonics: Find more str- rimes e.g. str-ee-t
Phonics: str- words
Phonics: str- & unfamiliar words SW: Read sight words SW: Read their sentences
SW: cold, off, take, open, first, SW: Write own sentences
SW: cold, off, take, open, first, Wr: Construct sentences (str-) (homework) Wr: 5 sentences of what they
Wr: Own stories heard from Chef
Wr: Draw Lang. struc: add ‘s’ to make Wr: Write 5 instructions
Lang. struc: : Regular verbs in plural Lang. struc: Punctuations
Lang. struc: Regular verbs in simple past tense Lang. struc: Punctuations
simple past tense. HW: Demonstrate rhythm and HW: Demonstrate rhythm and HW: Demonstrate rhythm and
HW: Demonstrate rhythm and speed in writing. speed in writing. HW: Demonstrate rhythm speed in writing.
speed in writing and speed in writing

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Maths Weekly learning objectives: Learners will Competencies: Learners should be able to
 Recognize odd and even numbers and extend and describe number  Describe the sequence of multiples of three.
sequence.  Identify odd and even numbers from 1 – 500.
 Learners will understand basic mathematical concepts to master  Add two or more different numbers with a sum between 0 – 500 by: using
addition and numerical notation. place values.
 Understand the importance of measuring capacity and its application  Measure and record the capacity using the correct abbreviations.
to everyday life.  Solve, interpret and write story problems about everyday events in the
 Learners solve story problems about everyday contexts using addition, number range 1 – 100.
using any logical strategies.  Create pictures and patterns with shapes including tessellation: properties
 Identify, name and explore the attributes of two-dimensional (2D) of basic 2D shapes.
shapes and three-dimensional (3D) shapes.
Mon Tues Wed Thurs Fri

Focus: NCD  Focus: Measurements Focus: Problem Solving Focus: Geometry

Focus: Computation: PFH 6;
Number pattern Capacity vocabulary ml, l
Odd and Even Numbers 3 digits + 3 digits, bridging the Content: Content:
100 and 10 in column notation Content: Revise multiples of 10 Revise 2D shapes
Content: Revise length estimate Solve story problems using Create pictures and patterns
Revise time tables of 3 Content: Measure and record capacity  with 2D shapes
 addition PFH 6; and capacity
Revise PFH 5; Use correct abbreviation of
Activity: Addition: 3 digits + 3 digits, Capacity ml, l Activity:
Recite/say timetables of 3, Capacity vocabulary Activity: Name 2D shapes
bridging the 100 and 10 in Count in 10s (10-250)
describe multiple of 3 by column notation Create pictures and patterns
adding 3 to the given number Activity: Solve story problems using with 2D shapes.
(must be a multiple) Estimate with reasonable 
Activity: PFH 6; using capacity
Identify odd and even Do exercise in pairs using accuracy in cm and m. vocabulary
numbers by circling,  Measure the capacity of various
underlining or filling in. PFH 5; containers in ml and l.
Demonstrate on the board, Correct abbreviation of capacity.

Practice addition PFH 6; in
groups.
Individual worksheets on

PFH 6;

Env
Weekly learning objective: Learners will understand that healthy food and eating habits are necessary for growth and health.
Competency: Learners should be able to explain the correct storage and preparation methods of food and why these are important.
Content: Correct storage and preparation methods of food.

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 Discuss how some regions supply food to other regions.
Discuss different ways of storing food.

RME
Weekly learning objective: Learners will understand that each party must contribute to friendship.
Competency: Learners should be able to explain how to be a good friend.
Content: Define characteristics of a good and a bad friend
Role play and discuss the story of Mary and Martha (note different ways of being a friend)

PE
Weekly learning objective: Learners will dribble and stop objects (bean, bags, ball) with an implement.
Competency: Learners should be able to dribble objects with feet between stationary objects, e.g. hoops, cones.
Content: Sport skills Dribbling a ball with feet
Dribbling a ball with hands

Arts
Weekly learning objective: Learners will cooperate in groups, respect the needs of others and use safe practices and conventions.
Competency: Learners should be able to demonstrate personal and social skills through visual arts, music, drama, and dance.

Content: Visual Arts – model about food storage and preparation

Music – sing a song about food preparation
Dance and Drama – plan and act out a situation on food preparation using puppets

L&R = Listening & Responding, S&C = Speaking & Communicating, R&V= Reading & Viewing, SW=sight words, PH= phonics, W= Writing, HW = handwriting, Lang. Struc =
Language Structure/Grammar, Intro= introduction, Comp Q= comprehension questions, Vocab = vocabulary, pic = picture, w/ = with, lang = language, sen = sentences, ans =
answer

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Part 2: Daily Lesson Plans SAMPLE
Day: Monday Date _ /07/2014 Semester: 2 Week: 21 Topic of Integration: Food storage and
Preparation

Subject Day: Monday Semester: 2 Week: 21 Theme: Health, Safety & Nutrition Resources Learning Support & Homework
Topic: Food storage (Listening and Responding) & integration Assessment
L1 Lesson Objective/daily focus: By the end of the lesson learners should be able to: Learning Support: help Read articles from books
Listen and respond appropriately to a story. learners with reading and magazines at home.
Revision? Integrated Activity: Daily News (Listening/Speaking/Reading/Writing) difficult words, new
Learners say their daily news. Resources: flashcards, a story, vocabularies, spelling of
Introduction: Listening & Responding sentence strip words, punctuations, etc.
Teacher asks some learners to share ideas on how they store food at home.
Assessment: learners
Speaking & Communicating: Learners share their knowledge with the rest of the class answer questions about
how they stored food at home. the story told.
Teaching and learning activities
Teacher reads out vocabulary words and explains them to the learners. Re-arrange the un-
Teacher reads out the story out loud to the learners. jumbled sentences in the
Learners listen attentively to the learners. Integration – Environmental correct order in their
Teacher asks questions according to the story read. Studies, Mathematics exercise books.
Learners answer literal and comprehension question.
Teacher writes jumbled sentences on the chalkboard.
Learners re-arrange sentences in the correct order according to the sequence of the
story.
Vocabulary: crow, crops, sorghum, vegetables, ripe, spread, mahangu, store, storage,
dry, bags, bottle, cool room, container

Reading & Viewing: Read sight words and vocabulary words.

They write sentences given, in the correct order.

Sight words: of, when, was, work, are, very

Handwriting: Demonstrate rhythm and speed writing when un-jumbling sentences in
their exercise books.
Phonics:
WR: un-jumbling sentences
Conclusion: Learners re-tell part of the story.
Reflection:

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L2 Day: Monday Semester: 2 Week: 21 Theme: Health, Safety & Nutrition Resources Learning Support & Homework
Topic: Food preparation (Listening and Responding) + Integration Assessment
Topic of integration: Food storage and Preparation

Lesson Objective/Focus: by the end of the lesson learners should be able to listen to a Learning support: Move
story about food preparation, and respond appropriately. A Poster written new vocabularies around and assist learners Read new vocabularies
i.e. store, supply, fridge, freezer, who are struggling and find more words
Revision/ Daily News: Let some learners share news cool, warm, dry, boil, meal, storage, answering questions that have to do with
Introduction: Ask learners if they know how the kind of food they have in their lunch prepare, container, etc. (rephrasing questions, food preparation from
boxes, the food they eat at home, buy in the shops is prepared? Note learners’ answers reading together, spelling magazines or
on the chalkboard. Poster drawn a picture on food words and they repeat newspapers or from
storage and preparation. etc.) family members.
Teaching and learning activities: Listening & Responding
Teacher puts up a poster drawn a picture about the story. Integration – Visual Arts Assessment: Check and
Teacher illicit discussions from learners. see if learners have
Teacher puts up a poster written vocabulary from the story. answered questions about
Asks learners to read them individually. the story correctly.
Teacher then asks learners to try and give meaning of the words. Check learners drawing on
Teacher emphasizes and adds to what learners have answered. meal preparation.
Teacher tells learners to attentively listen to a story he/she is going to tell them so that
they can be able to answer questions.
NB: (Teacher reads/repeats the story 3 times).
Speaking & Communicating: The learners can retell stories and answer literal,
inferential or evaluative questions.
Reading and Viewing:
Learners (some) get chances to individually read a story while others follow.

Phonics: Learners find words with ”str-“sound from the story.

Sight words: Learners read sight words such as; cold, first, off, open, take, etc,
Writing: Learners answer questions about what they heard from the story.
Learners come up with simple drawings showing meal preparation.
Lang. struc: Learners find regular verbs in simple past tense from the story

Conclusion: Discuss freely on how to prepare a common meal. Ask question about the
story. Mark learners work. Do corrections and give feedback of the activity done.
Reflection:

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Subject Day: Monday Semester: 2 Week: 21 Theme: Health, Safety & Nutrition Resources Learning Support & Homework
Topic: NCD (Odd and Even numbers) + Integration Assessment
Topic of integration: Food storage and Preparation

MATHS Lesson Objective/Focus: By the end of the lesson learners should be able to identify
odd and even numbers. Resources: Learning Support: Give a worksheet for
Flash cards of semesters Ask learners to count in 2’s learners to circle odd
Introduction: Learners count in 1’s from 400 – 500. They also count in 3’s from 3 - 99 Number charts Re-explain even numbers numbers and underline
Poster with numbers even numbers.
Teach/Demonstrate: Assessment:
Teacher writes different numbers on the chalkboard. Check if learners can
(Some are odd and some are even). Integration: Arts identify odd and even
Teacher puts different colour papers to differentiate even numbers from odd numbers.
numbers. Mark all odd numbers with blue colour and even numbers with yellow
colour. Explain the semester odd and even numbers to the learners.

Activity: learners identify odd and even numbers by circling out odd numbers whilst
underlining even numbers.

Conclusion:
Display 2 similar posters with mixed up numbers. Divide learners in two groups.
One group will sort out odd numbers from one poster and the other group sort out
even number in the other poster. The group to find all asked numbers is the winner.

Reflection:

ENV. Day: Monday Semester: 2 Week: 21 Theme: Healthy foods and eating Resources Learning Support & Homework
STUDIES habits + Integration Assessment
Topic of integration: Food storage and Preparation

Lesson Objective: By the end of the lesson learners should be able to explain correct Posters, samples of different Learning support: Collect pictures of
storage and preparation methods for storing food. food flashcards Emphasize on main points gathered and produced
and make sure each learner food in Namibia.
Talk about: Different methods of preparing and storing food. understand.
How some regions supplies food to other regions. Integration: Learning Support: Collect pictures of
Languages and Mathematics Check if learners list names different types of food
Explore and Experiment: Find out which food is produced and which food is of gathered and produced and different storage
gathered in Namibia. food in Namibia. facilities.
Check if learners can name

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 Conclusion: Find out from the food labels where the food has been produced or food from their own region
gathered. Display the pictures and samples of different food types. and from other regions.

Reflection:

ARTS Day: Monday Semester: 2 Week: 21 Theme: Resources Learning Support & Homework
Topic of integration: Food storage and Preparation + Integration Assessment
Lesson Objective: By the end of the lesson learners should be able to sing a song in a
conducted group. A poster written a song Learning support: Whole Copy the words of a song
(Title ‘’mother is cooking’’.) class and group observation. into their homework
Introduction: A teacher read lyrics /words of a song in a poster placing an emphasis Checking if everyone can book and sing the song
on correct pronunciation while learners listen and follow. Integration – Environmental sing the song correctly. when at home.
Studies, L1, L2 Repeat the song if
Presentation/Activity: necessary.
Step 1: Teacher asks learners to read the lyrics/words of the song from the poster.
Step 2: teacher sings a song while learners are listening. Assessment: Observe how
Step 3: teacher sings a song and learners repeat after him/her. learners sing the song
Step 4: learners perform/sing the song in groups of 5, with correct actions correctly with the actions,
pronunciation of words,
Conclusions: Learners sing the song as a whole class using correct action. pitch and rhythm.

Reflection:

RME Day: Monday Semester: 2 Week: 21 Theme 7: Personal Values Resources Learning Support & Homework
Topic of integration: Food storage and Preparation + Integration Assessment
Lesson Objective: By the end of the lesson learners should be able to mention Learning support: work in Enquire from their
characteristics of good and bad friendship. Flashcards with words small groups to assist parents/guardian on
Introduction: Teacher reads the verse from the bible (Mark 10:13-16) to the learners describing characteristics of learners who cannot read what they think good
Presentation/Activity: good and bad friends. and write characteristic of a and bad friends are.
Teacher asks questions from the verse about Jesus. good and bad friends. Take note of words that
Teacher then asks learners to describe the characteristics of good and bad friend Bible describe good and bad
Teacher writes the characteristics of good and bad friends on the chalkboard and asks Assessment: check if friends in their
learners to read them as a whole class. Integration: L1, L2 learners can read words homework books.
Teacher explains the characteristics that describe the good and bad friends. that describe good and bad
friends.
Conclusion: Teacher concludes the lesson by asking learners to read the words that
describe good and bad friends.
Reflection:

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PHYS. ED Day: Monday Semester: 2 Week: 21 Theme: Games and Sport Activities Resources Learning Support & Homework
Topic of integration: Food storage and Preparation + Integration Assessment

Lesson Objective: By the end of the lesson learners should be able to dribble objects Balls, cones, tins, etc. Learning support: teacher Encourage learners to go
between objects using their feet. observe and assist learners and practice dribbling
who cannot dribble the ball the ball between objects
Introduction/warm ups: learners stand in a circle and kick the ball to one another. using their feet. at home.

Presentation/activities: Assessment: check how and

Step 1: teacher explains and demonstrates to the learners on how to dribble the ball if learners can dribble the
between objects. ball within a defined area,
Step 2: teacher give learners a chance to individually practice how to dribble the ball using relevant movements
between objects using their feet. and tactics.

Conclusion: learners stand in two lines facing each other and pass the ball to one
another.
Reflection:

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SECTION 3 : Resources

Introduction to the Literacy Resources

In this manual there are lots of different stories, poems, rhymes, songs and games
mentioned or given as examples. These represent just a small sample with themes that
link (sometimes loosely) with the topic of integration. There are, of course, hundreds of
others that could be used. There are also some other stories, poems and songs in the
Grade 1 and Grade 2 Integrated Planning Manual that could be revised, expanded upon
or taught if not done previously.

Stories: Hansel and Gretel; Little Red Hen; Jack and the Beanstalk; The Enormous
Turnip; Cinderella; The Dog, the Goat and the Donkey

In some cases there are two versions included, a longer version (perhaps for reading
aloud in L1 or maybe later in L2) and a simplified version (perhaps for use in L2 or
reading in L1 towards the end of the year) It is up to the teacher to decide which is more
appropriate for their learners and their purpose.

Poems/Rhymes/Songs: Starlight; Make New Friends; A Sailor Went to Sea; Happy

Birthday to You; Doe a Deer; London Bridge; Looby Loo; Polly Put the Kettle On; Pat-a-
cake; Pease Porridge Hot; Old Mother Hubbard; Little Miss Muffet; Somewhere Over the
Rainbow; Baa, Baa Black Sheep; Here’s My Little Garden; Baby Bumblebee; Whistle a
Happy Tune; Wash Your Hands; Desperate Dan

The melody for most of these songs (and for some of the poems) can be found on the
internet, for example; http://www.smart-central.com

Counting rhymes/songs: Five Fat Sausages; Five Little Monkeys; One, Two Buckle
My Shoe; The Ants Go Marching; This Old Man

Games: Simon Says; Kim’s Game; Fruit Bowl; Chinese Whispers; Matching Pairs;
Swat It; I Spy

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 Stories
Hansel and Gretel
Once upon a time there lived a woodcutter who had two children
called Hansel and Gretel. They lived in a comfortable little house on
the edge of the woods. The fields around the house were sunny and
pleasant and safe but the woods were deep and dark and dangerous. The woodcutter
often warned his children not to go into the woods. “Don’t go into the woods or you will
get lost,” he warned them.

Hansel and Gretel were good children who usually listened to their father but one day
they decided to go into the woods. They took some bread and something to drink and
walked to end of the road that led past the woods. “It doesn’t look too dangerous,” said
Gretel, looking into the woods. “But what if we get lost?” Hansel picked up some white
stones from the path near the path. “We can leave a trail of stones so that we can follow
them and find our way back,” he said.

They went into the woods and walked through the tall trees looking at the unusual plants
and strange animals. It was quiet and cool in the woods and the children played chase
and hide and go seek. Hansel dropped the white stones as they went along, but soon
the white stones were all gone. “We should go back,” said Hansel. “Wait! I can hear a
river!” said Gretel. “Let’s go a little bit further and see if we can find it.” Hansel had an
idea. “We can drop pieces of bread to make a trail.” The children went further into the
woods following the sound of water and dropping breadcrumbs behind them.

After a while they found a stream and had fun splashing in the water. Suddenly Gretel
noticed that it was starting to get dark. “Let’s go home now,” she said. They started to
follow the trail of breadcrumbs but after a short time they couldn’t find any more crumbs.
“Where are the crumbs?” said Hansel. Then they saw a huge black crow eating some
bread. “The birds must have eaten the crumbs!” said Gretel. They searched for the white
stones but couldn’t find any either. It was getting darker and darker. “We’re lost!” said
Hansel. They began to wander through the woods crying and calling for their father but
on one answered.

Suddenly they saw something through the trees. “Look! It’s a house!” said Hansel and
they ran towards it. It was a small, pretty house but very strange. “What is it made of?”
said Gretel as Hansel touched the wall. “I think this is gingerbread!” he said. He broke
off a piece and tasted it. “It is gingerbread!” Gretel broke off another piece. “This tastes
delicious!” she said. They were busy munching on the gingerbread when the door
opened and an old lady came out. “Are you eating my house?” she asked. “I’m sorry,”
said Gretel. “We were so hungry and lost!” said Hansel. “Come inside,” said the old lady,
“and I will give you something even nicer to eat.” Smiling happily, Hansel and Gretel
followed the little old lady into her house.

As soon as they were inside, the door slammed shut behind them and the little old lady
turned around. She didn’t look like a kind old lady anymore. She looked ugly and mean
and she laughed in a horrible, cruel way. She pushed Hansel into a cage and locked the
door. “I will fatten you and eat you,” she said. “No,” said Gretel. “Leave my brother

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alone!” “And you,” said the witch, “will be my servant. You will wash and clean and cook
for me.” Hansel and Gretel were very frightened but they were trapped in the witch’s
house.

Everyday Gretel was forced cook and clean for the witch and Hansel was kept in a cage,
until one day she decided he was ready to eat. “I must make sure the oven is nice and
hot,” she said and went to get more fire wood. The children were scared. “Don’t worry,”
said Gretel. “I have a plan”. As soon as the witch opened the oven to check if it was hot
enough, Gretel rushed over and pushed the wicked witch in. She slammed the oven
door and ran to the cage to let Hansel out.

The children quickly hurried outside and, without stopping, ran into the woods. Hansel
found the trail of white stones and they followed it back to the edge of the woods. As
soon as they got to the path their father saw them and ran towards. He hugged them
and kissed them and scolded them and then hugged them and kissed them some more.
Hansel and Gretel never went into the wood again and the witch and her gingerbread
house were never seen again.

Hansel and Gretel - shorter version:

Once upon a time there were two children called Hansel and Gretel, who lived with their
father near a deep, dark wood. One day the children went into the wood to play. They
left a trail of stones to find their way home.

When the stones were all gone, they used breadcrumbs instead. However birds ate the
breadcrumbs so when Hansel and Gretel tried to find their way home there were no
crumbs to follow. They were lost in the deep dark wood. They were very frightened.

Then they saw a house in the wood made of gingerbread. An old lady came out and
gave them cake and sweets to eat. “Come inside,” she said, and Hansel and Gretel
went inside. The old lady was a witch and she put Hansel in a cage.

One day the witch said she was going to eat Hansel. When she opened the oven, Gretel
jumped up, pushed the witch inside and shut the oven door. Hansel and Gretel ran
outside and into the woods. They ran and ran until they found the trail of stones.

They followed the trail all the way home. Their father was very happy to see them. “Do
not go into the deep dark woods again!” he said.

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The Little Red Hen
One day the Little Red Hen was out scratching in the fields around
the farm. Scratch, scratch, peck, peck, she searched for tasty worms
and seeds. Then, to her delight, she found some wheat grains.
Instead of just eating the grains she said to herself, “I will plant these
grains.” She scurried back to the farm yard to look for help. “I have
found some grains of wheat,” she said to the other animals. “Who will help me to plant
them?” “Not me,” said the pig. “Oink, oink. I must clean my sty.” “Not me,” said the cow.
“Moo, Moo. I must clean my hooves!” “Not me,” said the dog. “Woof, woof. I must clean
my kennel!”

“Then I’ll do myself!” said the Little Red Hen and she worked hard and planted the
grains all by herself. She watered and cared for the seedlings and soon they grew into
tall yellow stalks of corn with ripe grains of wheat. “It is time to harvest the wheat,” she
said to herself. She went back to farm yard and said to the other animals. “Who will help
me to harvest the wheat?” “Not me,” said the pig. “Oink, oink. I have to eat my feed.”
“Not me,” said the cow. “Moo, Moo. I have to eat this grass!” “Not me,” said the dog.
“Woof, woof. I have a bone to eat!”

“Then I’ll do myself!” said the Little Red Hen and she worked hard cutting the wheat.
Soon it lay in a pile and she asked, “Who will help me thrash the wheat?” “Not me,” said
the pig. “Oink, oink. I am busy with my piglets.” “Not me,” said the cow. “Moo, Moo. I am
busy with my calves!” “Not me,” said the dog. “Woof, woof. I am busy with my puppies!”

“Then I’ll do myself!” said the Little Red Hen and she worked hard thrashing the wheat
and soon had a nice big pile of golden wheat grains. “Now we must bring the grain to the
mill so it can be ground into flour,” said the Little Red Hen. “Who will help me?” “Not me,”
said the pig. “Oink, oink. It is hot today and I want to lie in the mud.” “Not me,” said the
cow. “Moo, Moo. It is hot and I want to stand by this cool stream.” “Not me,” said the
dog. “Woof, woof. It is hot and I want to lie in the shade or a tree!”

“Then I’ll do myself!” said the Little Red Hen and she brought the wheat to the flour mill
and carried the sack of flour all the way back to the farm. “Now who will help me bake
some bread?” she asked. “Not me,” said the pig. “Oink, oink.” “Not me,” said the cow.
“Moo, Moo.” “Not me,” said the dog. “Woof, woof.”

“Then I’ll do myself!” said the Little Red Hen and she mixed the flour with yeast and salt
and water. She kneaded the dough, left it to rise and put the bread in the oven. Soon the
aroma of freshly baked bread could be smelled all around the farm. “Who would like to
eat some fresh bread?” asked the Little Red Hen, as she took the steaming loaf from the
oven. “Me!” said the pig. “Oink, oink.” “Me!” said the cow. “Moo, Moo.” “Me!” said the
dog, “Woof, woof.”

“Oh no, I don’t think so!” said the Little Red Hen. “I’ll do it myself!” So she called her
chicks around her and they ate the delicious warm bread with some butter and jam. The
pig, the cow and the dog watched them but the Little Red Hen and her family ate up
every bit until all there were left were some crumbs.

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Little Red Hen - shorter version:

One day the Little Red Hen found some grains of wheat in the field. “I will plant this
wheat and it will grow.” she said. She went back to the farm. “Who will help me plant this
wheat?” she asked. “Not me,” said the pig. “Oink, oink!” “Not me,” said the cow. “Moo,
moo!” “Not me,” said the dog. “Woof, woof!”
“Then I’ll do it myself,” said the Little Red Hen. So she did.

The wheat grew. “Who will help me cut the wheat?” asked the Little Red Hen. “Not me,”
said the pig. “Oink, oink!” “Not me,” said the cow. “Moo, moo!” “Not me,” said the dog.
“Woof, woof!”

“Then I’ll do it myself,” said the Little Red Hen. So she did and soon she had a pile of
wheat. “Who will help me make the wheat into flour?” asked the Little Red H en. “Not
me,” said the pig. “Oink, oink!” “Not me,” said the cow. “Moo, moo!” “Not me,” said the
dog. “Woof, woof!”

“Then I’ll do it myself,” said the Little Red Hen. So she did and soon she had a bag of
flour. “Who will help me bake some bread with the flour?” asked the Little Red Hen. “Not
me,” said the pig. “Oink, oink!” “Not me,” said the cow. “Moo, moo!” “Not me,” said the
dog. “Woof, woof!”

“Then I’ll do it myself,” said the Little Red Hen. So she did and soon she had a loaf of
bread. “Who will help me eat the bread?” asked the Little Red Hen. “Me!” said the pig.
“Oink, oink.” “Me!” said the cow. “Moo, Moo.” “Me!” said the dog. “Woof, woof.”

“No!” said the Little Red Hen. “I’ll do it myself!” And she did.

Jack and the Beanstalk

Jack and his mother lived on a small farm and they were very poor.
Their farm was tiny, the soil was rocky and the only animal they had
was their cow, Bess. Jack was a happy but lonely boy and he loved
Bess. Every morning he milked her so they would have milk for
breakfast and cheese for lunch. He often talked to Bess as he worked and told her of his
dreams of going on exciting adventures.

One day Jack’s mother came to him with some sad news. She told him the next morning
he would have to take Bess to the market and sell her. “But why?” wailed Jack. His
mother explained that Bess was getting old and soon would no longer give milk. “But
she’s my friend,” said Jack. His mother told him that they were too poor to keep a cow
as pet and that they needed the money for food.

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Jack pleaded and argued but his mother wouldn’t change her mind and the next
morning Jack left for the market, taking Bess with him. He walked slowly but before long
he reached the market. He tried to sell Bess but the only people who would even offer to
buy the old cow were a cruel looking farmer and a butcher. “I cannot sell Bess to those
men,” said Jack to himself.

“I will buy your cow and treat her well,” said a voice behind him. He turned around to see
a kind but strange looking man standing nearby. He wore strangely coloured clothes but
he was smiling. “Will you promise not to kill her?” asked Jack. “I promise,” said the man,
and this made Jack very happy. “How much will you give me?” he asked eagerly. “I will
give you some magic beans in exchange for your cow,” said the odd looking man. Jack
was afraid his mother would not be happy if he brought home magic beans instead of
money but he wanted Bess to be safe so he agreed.

When Jack showed his mother the magic beans she was not happy. In fact she was
furious. She shouted and yelled at Jack and sent him to bed without any supper. “You
silly boy!” she cried. “What will happen to us now? These beans can’t help us.” And she
threw the beans out the window.

But the beans were magic and that night they began to grow. They grew into a
beanstalk that grew as tall as the house and then grew taller and taller still. When Jack
got up the next morning the beanstalk was so tall he couldn’t see the top. He called his
mother and pointed up into the sky where the top of the beanstalk was hidden in the
clouds. “I am going to climb the beanstalk,” he told his mother, “to see what I can find at
the top.” He began to climb. “Be careful!” shouted his mother as he climbed higher and
higher.

When Jack reached the top of the beanstalk he found that he had reached a land hidden
in the clouds. He saw that this cloud land was where giants lived and everything was
huge. He was very excited to go off on an adventure so he decided to explore. He could
see huge trees and houses and even the flowers were taller than him. He walked along
the road until he found an open door and crept inside the giant house. Everything was
huge: a high bed, tall chairs, massive plates and cups on the big table.

There was kind, lady giant in the house who was a bit surprised to see a tiny human in
her house but she fed Jack and told him about her husband who was not so kind. “You’ll
have to go before he gets back,” she told Jack, “or he’ll eat you!” “Don’t worry,” said
Jack. “I’ll hide.” “That won’t work,” said the lady giant. “He can smell humans!” Suddenly
they heard loud footsteps coming towards the house and a loud voice said, “Fee! Fi! Fo!
Fum! I smell the blood of a human! Be he alive, or be he dead I’ll grind his bones to
make my bread!” “Run! Quickly!” said the lady giant. She gave Jack a bag of golden
coins and he managed to escape out the back door before the giant got back.

Jack climbed back down the beanstalk and his mother was delighted with the giant
golden coins. They were able to buy food and new animals for the farm. For a time Jack
and his mother were very happy but Jack began to grow restless and wanted another
adventure so he climbed the beanstalk again. This time he was not so lucky. He went
again to the giant’s house and began to explore the huge kitchen. Suddenly the door

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burst open and in stomped the giant. “Fee! Fi! Fo! Fum!” he growled, “I smell the blood
of a human! Be he alive, or be he dead I’ll grind his bones to make my bread!” Jack hid
behind a jam pot but the giant began to search the house. The giant’s wife saw him and
helped him escape through the high window but the giant saw him too and began to
chase him.

Jack ran as fast as he could and began to climb down the beanstalk. The giant followed
him and began to climb down the beanstalk too. The huge beanstalk began to shake
and Jack climbed as fast as he could. As he neared the bottom he called out to his
mother, “Bring the axe!” His mother ran to fetch the axe and as soon as Jack jumped to
the ground he grabbed it and began to cut down the beanstalk. “Fee! Fi! Fo! Fum!”
roared the giant and he climbed down the beanstalk. Jack chopped and chopped at the
beanstalk as the giant got closer and closer. Suddenly the beanstalk began to fall. It
wobbled for a moment and then, with a loud CRASH! fell to the ground, killing the giant
instantly.

Jack and his mother lived very happily in their little house and were never poor again.
Jack sometimes had small adventures but he was never again tempted to climb magic
beanstalks!

Jack and the Beanstalk - shorter version

Jack and his mother were very poor. Jack went to the market to sell their cow. He met a
man who gave him some magic beans for the cow.

Jack’s mother was not happy with the beans. She threw them outside. The beans were
magic and they grew into a very tall beanstalk. Jack wanted to climb the beanstalk to
see what was at the top.

Jack climbed the beanstalk. At the top there was a giant’s house and Jack went inside.
When the giant came home he said, “Fee! Fi! Fo! Fum! I smell the blood of a human!”
and tried to catch Jack to eat him. The giant’s wife gave Jack some gold coins and
helped him get away.

The giant chased Jack. Jack ran and ran and climbed back down the beanstalk. The
giant followed Jack and began to climb down the beanstalk too. Jack got an axe and cut
down the beanstalk. The beanstalk fell down. Crash! The giant fell down too. Crash!
Jack was safe.

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The Enormous Turnip
Once upon a time there was a family who lived on a farm. They grew
lots of different kinds of fruit and vegetables and crops on their farm.
They grew potatoes, turnips, carrots and cabbage. They had trees filled
with apples and pears and bushes full of raspberries and cherries. They had fields of
wheat and barley and oats. They were always very busy; the farmer and his wife worked
hard every day planting, watering, weeding and tending the crops. Their children, a boy
called David and a girl called Anne, often helped out too.

One day the famer went into his field of turnips and noticed that one seemed to be much
bigger than the rest. The next day he came back and saw that it had become even
bigger. He decided not to dig up the turnip but to wait and see how big it would get. The
turnip grew and grew. “Great!” said the farmer, who loved turnip stew. “This one will
make lots of turnip stew.” The turnip continued to grow and grow. Every day the farmer
visited and was astonished by how huge the turnip was getting. First the leaves were to
his knee, then his waist, then his shoulder and eventually the leaves on the turnip were
higher than his head. He decided it was time to dig up the turnip so one morning she
went to the field with his spade.

He tried to dig the turnip but it was just too big. It was huge! It was massive! It was a
truly enormous turnip! He decided to pull it out of the earth. He grabbed the leaves that
grew above the earth and began to pull. He pulled and he pulled. He tugged and he
tugged but he could not move the enormous turnip. He decided he needed some help.

He called his wife. She was busy fixing the roof of the hen house while she waited for an
apple pie to cook but she came when her husband called. “Oh my goodness!” she
gasped when she saw the gigantic turnip. “It’s enormous!” “Come and help me pull it
up!” said the farmer. “We can make a lot of turnip stew with this!” The farmer grabbed
the leaves and his wife grabbed him around the waist. They pulled and they pulled.
They tugged and they tugged but he could not move the enormous turnip. They decided
that they needed some help.

The farmer saw his son, David, walking past the field on his way home from school and
he called him to come and help. “Oh my goodness!” gasped David when he saw the
oversized turnip. “It’s enormous!” “Come and help us pull it up!” said his mother. “Your
father wants turnip stew for dinner.” The farmer grabbed the leaves, his wife grabbed
him around the waist and the boy grabbed his mother by the waist. They pulled and
they pulled. They tugged and they tugged but he could not move the enormous turnip.
They decided that they needed even more help.

Then David saw his sister, Anne, heading along the road towards the house on her way
home from soccer training and he called her to come and help. “Oh my goodness!” she
said when he saw the colossal turnip. “Its enormous!” “Come and help us pull it up!” said
her brother. “We’re getting hungry and we want turnip stew for dinner.” The farmer
grabbed the leaves again, his wife grabbed him around the waist, the boy grabbed his
mother by the waist and the girl grabbed her brother by the waist. They pulled and they

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pulled. They tugged and they tugged but he could not move the enormous turnip. They
decided that they needed even more help.

Then Anne saw Bob, their dog, trotting along the road and she called him to come and
help. The farmer grabbed the leaves again, his wife grabbed him around the waist, the
boy grabbed his mother by the waist, the girl grabbed her brother by the waist and Bob,
the dog, took the back of Anne’s jumper in his mouth. They pulled and they pulled. They
tugged and they tugged but he could not move the enormous turnip. They were getting
worried that there would be no turnip stew for dinner.

Patch, the farm cat, was sitting on the fence watching the family try to pull the enormous
turnip. “Come and help us!” called David. Patch jumped down and went to help. The
farmer grabbed the leaves again, his wife grabbed him around the waist, the boy
grabbed his mother by the waist, the girl grabbed her brother by the waist, Bob took the
back of Anne’s jumper in his mouth and Patch, the cat, took Bob’s tail in her mouth.
They pulled and they pulled. They tugged and they tugged but he could not move the
enormous turnip. They were just about to give up.

A small mouse was nibbling on a grain of corn near the fence, saw them and offered to
help. “You?” said Patch. “You’re just a tiny mouse. How can you help?” “Well, I can try,”
squeaked the mouse. “Every little bit helps!” The all agreed so once more they got ready
to pull. The farmer grabbed the leaves again, his wife grabbed him around the waist, the
boy grabbed his mother by the waist, the girl grabbed her brother by the waist, Bob took
the back of Anne’s jumper in his mouth, Patch took Bob’s tail in her mouth and the tiny
mouse took Patch’s tail in her tiny mouth. Altogether they gave one final enormous pull
and suddenly, with a loud “pop!” the enormous turnip shot out of the earth.

The turnip came out so suddenly that everyone fell over covered in soil. They sat in
silence for a moment looking at the enormous vegetable and then everyone began to
laugh. Working together they carried the turnip to the house and with everyone helping
they washed, peeled and cut up the turnip. Soon they were all sitting down to a delicious
bowl of turnip stew, even Bob, Patch and the tiny mouse got their share.

The Enormous Turnip - shorter version:

Once on a farm there was a field of turnips. One turnip began to grow bigger than all the
rest. It grew and grew and it grew until it was enormous! A man came to the field and
saw the enormous turnip. He tried to pull the enormous turnip. He pulled and he pulled
but it didn’t work.

A woman came to the field to help him. They tried to pull the enormous turnip. The man
pulled, the woman pulled. They pulled and they pulled but it didn’t work.

A girl came to the field to help them. They tried to pull the enormous turnip. The man
pulled, the woman pulled, the girl pulled. They pulled and they pulled but it didn’t work.

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A boy came to the field to help them. Altogether they tried to pull the enormous turnip.
The man pulled, the woman pulled, the girl pulled, the boy pulled. They pulled and they
pulled but it didn’t work.

A dog came to the field to help them. Altogether they tried to pull the enormous turnip.
The man pulled, the woman pulled, the girl pulled, the boy pulled, the dog pulled. They
pulled and they pulled but it didn’t work.

A cat came to the field to help them. Altogether they tried to pull the enormous turnip.
The man pulled, the woman pulled, the girl pulled, the boy pulled, the dog pulled, the cat
pulled. They pulled and they pulled but it didn’t work.

A mouse came to the field to help them. Altogether they tried to pull the enormous
turnip. The man pulled, the woman pulled, the girl pulled, the boy pulled, the dog pulled,
the mouse pulled. They pulled and they pulled and suddenly POP! the turnip came out!

They all had turnip stew for dinner and enjoyed every bit of it!

Cinderella
Once upon a time there was a girl called Ella who lived in a lovely house
in the country with her father. Her mother had died when she was just a
baby, and sometimes living in a big house with no brothers or sister was lonely,
especially because her father travelled away from home a lot. But mostly Ella’s life was
happy, carefree and full of fun. That is until her father decided to remarry. He chose for
his new wife a beautiful woman who was as mean spirited on the inside as she was
lovely on the outside.

She also had three beautiful daughters and at first Ella was delighted that she would
have three sisters to play and share with. She thought they would all have fun climbing
trees in the woods, playing chase in the garden and making mud pies in the fields. Her
new sisters, however, were spoiled and snooty and didn’t want to play silly games with
their new sister. They were interested in clothes, jewellery, going to balls and gossiping.
In the beginning they just made fun of Ella or ignored her but soon they began to treat
her like a servant asking her to fetch and carry for them.

Ella soon found herself busy from morning ‘til night washing and ironing her sister’s fine
clothes and taking care of all the house work. She got up early every morning to light the
fire, spent the day rushing around cooking and cleaning, and was so tired by night fall,
that she often fell asleep by the kitchen fire. Her step-sisters and step-mother gossiped
in their rooms all day and made fun of her shabby, grubby clothes. “Ewww, you’re filthy!”
one of her step-sisters said one day. “Did you sleep in the fireplace? You’re covered in
ash and cinders!” “That’s disgusting!” said another step-sister. “We should call you
Cinder-Ella.” They all laughed thinking it was a great joke. “Fetch my gloves, Cinderella!”
they would say. “Where is my fur cape, Cinderella?” they would shriek. “Hurry up,
Cinderella!” they would snap.

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Poor Ella felt lonelier than ever, even though the house was now full of people. She had
no time for playing, having fun or enjoying herself anymore. Sometimes as she sat in the
kitchen, near the ashes of the fire late at night, she cried herself to sleep. Things got
even worse when her father got sick and died. As Ella grew older her step-sisters and
step-mother forgot she was part of the family and that her name wasn’t really
“Cinderella” at all.

One day as Ella was making breakfast she heard a great commotion at the door. She
rushed upstairs to find out what had happened. Her step-sisters were jumping around,
laughing and screaming and talking all at the same time. Ella eventually found out that
an invitation had arrived from the palace inviting them all to a ball in honour of the
Prince. “He’s looking for a wife!” one step-sister screeched. “I’ll bet he’ll pick me!”
gasped another.

They rushed off to begin preparing for the ball. Ella helped them clean and iron their
best dresses and gowns, but they just laughed when she asked if she could go to the
ball with them. “You, Cinderella?” they shrieked. “Why would you want to go?” “I thought
it might be fun,” said Ella shyly. The sisters laughed again. “A scruffy thing like you at a
royal ball?” they giggled. “You would embarrass yourself,” sneered her step-mother.
“And us!”

Three days later, Ella watched her step-sisters and step-mother laughing and chatting
excitedly as they left for the palace in the family carriage. She closed the door, went
inside and sat by the fireplace and began to cry. “It’s so unfair!” she sobbed. “I wish I
could go to the ball!” “But you shall go to the ball,” said a voice from behind her. Ella
jumped up, gasping and wiping her tears. Standing in the kitchen, smiling at her, was a
beautiful lady in a sparkling dress. “Who-who are you?” stammered Ella. “I am your Fairy
Godmother,” said the lady. “I am here to see that you get to go to the ball.” “But how?”
sniffed Ella. “I don’t have a dress, the carriage has already left, and...” “Don’t worry,” her
Fairy Godmother said as she took out her magic wand. “This will help!”

She looked around the kitchen, took a large pumpkin from the shelf and took it outside.
With a wave of her wand the pumpkin became a golden carriage. She found four mice
and turned them into a driver and footmen. Then she waved her wand and turned Ella’s
worn rags into a shimmering silver ball gown. “Oh!” gasped Ella. “It’s beautiful!” Another
wave of the wand and Ella’s messy hair and tear stained face were transformed to
match the stunning dress. “You look beautiful,” said her Fairy Godmother. “Just one
more thing…” From her pocket she produced a pair of exquisite glass dancing slippers
that fitted Ella’s tiny feet perfectly. “Now you are ready for the ball!”

Ella looked around in amazement. “How can I ever thank you?” she said. “Just enjoy
yourself,” said her Fairy Godmother. “But I have one warning. At midnight the magic will
end and everything will return to what it was before.” “I will leave before midnight,”
promised Ella. “Thank you so much.” She climbed into the golden carriage, and her
Fairy Godmother waved as she set off to the palace.

The ball had already started when Ella arrived but everyone stopped and turned to stare
and the beautiful and mysterious lady as she entered the ball room. Even the Prince

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looked up. Even though he had to pretend he was having a wonderful time, the Prince
had not been enjoying the ball. He had found all the ladies he’d met so far to be boring
and tiresome and only interested in his money. He went over to the gorgeous lady in the
silver dress and asked her to dance. At first she was shy but the Prince was kind, and as
they began to talk, they found they had lots of common interests.

In fact, Ella was so busy talking to and dancing with the Prince that she forgot all about
the time. It wasn’t until she heard the first chime of the clock striking midnight that she
remembered. “I’ve got to go!” she said suddenly and turned and ran from the ball room.
“What? Wait!” said the startled Prince, but Ella knew she couldn’t stop. She ran as fast
as she could as the clock continued to strike midnight. She was in such a rush to get
away that she lost one of her glass slippers on the steps of the palace. As she ran out
into the night, the last chime struck and her beautiful dress turned back in grubby rags,
the golden carriage became a pumpkin again and the driver and footmen turned back
into mice. When the Prince arrived on the steps there was no sign of the beautiful lady,
just a tiny glass slipper lying on the steps.

The next morning Ella made breakfast for her family and listened to them gossiping
about the mysterious lady who had danced with the Prince all night. They were very
jealous but had no idea who the lady was. Ella smiled to herself but said nothing. They
were in for a great shock when the Prince himself arrived at their door later that morning
holding a glass slipper. He told them he was searching the kingdom for the beautiful
lady he’d fallen in love with last night. Each of the step-sisters tried desperately to fit
their foot into the delicate shoe but didn’t even come close. The Prince was relieved as
he could see that even though they were pretty they were also mean and spoilt. “Is there
anyone else in the house?” he asked. “No,” said Ella’s step-mother. “What about her?”
asked the Prince pointing at Ella who was clearing the table, sure that the Prince
wouldn’t notice her. “Her?” said the eldest sister. “She wasn’t even at the ball!” “Would
you like to try?” asked the Prince, thinking to himself that there was something familiar
about the grubby maid.

Ella came forward and tried on the glass slipper. Of course, it fitted perfectly. “It is you!”
said the Prince. She smiled shyly and took the other slipper out of her pocket. The
Prince was delighted. “I’ve found you!” he said, not caring at all that she wore scruffy
clothes and had ash in her hair. Ella was as happy as her step-sisters and step-mother
were shocked.

Things were very different after that. Ella became a Princess when she married the
Prince and moved to the palace. Her step-sisters and step-mother had to do their own
cleaning and cooking and always wished they’d been nicer to Ella. They never called
her Cinderella again. Of course Ella and the Prince lived happily ever after.

Cinderella - shorter version

Once upon a time there was a girl called Ella. She had three step-sisters who were not
very nice to her. They called her Cinderella and made her do all the work in their house.
She had to wash and clean and cook all day. She was very sad.

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One day the Prince asked everyone to a ball. Cinderella wanted to go but her sisters
said no. They put on nice dresses and went to the ball. Cinderella was all alone and she
started to cry.

Then Cinderella’s Fairy Godmother came to the house. She used her magic wand to
give Cinderella a lovely dress. “Now you can go to the ball,” she said. Cinderella was
very happy. Cinderella went to the ball. She had lots of fun and danced with the Prince.
At 12 o’clock she had to go. She lost her lovely glass shoe when she ran away. Her
lovely dress was gone and she was very sad again.

The Prince found the shoe. He came to Cinderella’s house with the shoe. It fitted her but
not her sisters. The Prince was in love with Cinderella and they lived happily ever after.

The Dog, the Goat and the Donkey

Once upon a time there was dog and a goat and donkey who all lived on a farm in the
middle of the veld. Donkey was an old, wise creature who was sensible and patient.
Goat was young and not so calm. He tended to get excited very easily! Dog was usually
patient and reasonable but he was also had a stubborn streak.

One day the friends decided to travel to town. Donkey wanted to meet her friends for a
chat. Dog wanted to have a sniff around and see if he could find any tasty scraps to eat.
Goat went along because he didn’t have anything more interesting to do!

They walked for a long time but eventually decided it was a long way and that they
should try and get a lift. “We could get a combi or maybe hitch?” suggested Goat. Then
they saw a taxi coming towards them. “Let’s see if this taxi has room for us,” said Dog.
The taxi was empty and stopped for them. Dog, Donkey and Goat all climbed in and
they sped off towards town.

When they got close to town, Donkey got out first. “How much?” she asked the driver.
“Ten dollars, please,” he said. Donkey paid the fare, thanked the driver and trotted off to
where some other donkeys were munching grass near the edge of the road.

Goat got off in the town centre. “Ten dollars, please,” said the driver. It was only then
that Goat realised he didn’t have any money with him. “Excuse me?” he said to the
driver, pretending to look for the money. “Ten dollars, please,” said the driver again, a
little crossly this time. Suddenly Goat made a dash for it, trotting away as quickly as his
hooves would take him. “Hey!” said the driver climbing out of the car. “Stop!” but he was
too late. Goat had already vanished around the side of a shop.

“I think I’ll get out here too,” said Dog and jumped out of the car. He gave the taxi driver
twenty dollars and waited for his change. The driver climbed back into his car and
started the engine. “What about my change?” said Dog. “You can ask that silly goat for

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your change,” said the driver and drove off. “Stop! That’s not fair!” barked Dog chasing
after the car. “Give me my change!” yelped Dog, trying to snap at the wheels. The taxi
sped up and kept going. “I’ll get you some day!” barked Dog glaring at the vehicle in the
distance.

After that, the animals acted a little different when they saw a car. Every time Goat saw
a car she darted and dashed out of the way, always acting excited and a little guilty. Dog
always chased after any cars he saw, barking, “Give me my change! I want my money!”
and trying to snap at the wheels. Donkey, however, was still the same calm creature she
always was, ignored all vehicles and moving only when she felt like it.

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 Songs, Poems & Rhymes : London Bridge is Falling Down

Make New Friends London Bridge is falling down,

Falling down, falling down.
A circle is round; it has no end. London Bridge is falling down,
That’s how long I’ll be your friend. My fair lady

A fire burns bright; it warms the heart. How will we build it up,
We’ve been friends right from the start. Build it up, build it up?
How will we build it up,
New made friends like new made wine, My fair lady?
Age and mellow till the end of time.
Build it up with silver and gold,
Take one hand, then take another; Silver and gold, silver and gold.
Put them together and we have each other Build it up with silver and gold,
My fair lady.

Gold and silver I have none,

Doe a Deer I have none, I have none.
Gold and silver I have none,
Let's start at the very beginning, My fair lady.
A very good place to start.
When you read you begin with A-B-C; Build it up with wood and clay,
When you sing you begin with do-re-mi. Wood and clay, wood and clay.
Do-re-mi, do-re-mi - Build it up with wood and clay,
The first three notes just happen to be My fair lady
Do-re-mi, do-re-mi -
Wood and clay will wash away,
Doe, a deer, a female deer; Wash away, wash away.
Ray, a drop of golden sun; Wood and clay will wash away,
Me, a name I call myself; My fair lady.
Far, a long, long way to run!
Sew, a needle pulling thread; Build it up with stone so strong,
La, a note to follow Sew; Stone so strong, stone so strong.
Tea, a drink with jam and bread; Build it up with stone so strong,
That will bring us back to Do (o -o -o)! My fair lady.

Looby Loo Stone so strong will last so long,

Last so long, last so long.
Here we go looby loo, Stone so strong will last so long,
Here we go looby light My fair lady.
Here we go looby loo
All on a Saturday night! A Sailor Went to Sea

1. You put your right hand in, A Sailor went to sea, sea, sea
You take your right hand out; To see what he could see, see, see
You give your right hand a shake, shake, shake, But all that he could see, see, see
And turn yourself about! Was the bottom of the deep blue sea, sea, sea!

Here we go looby loo… Star Light

You put your right/left foot in..... Star light, star bright,
You put your right/left hip in.... First star I see tonight,
You put your whole head in.... I wish I may, I wish I might, Have
You put your whole self in... the wish I wish tonight.
etc.

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Happy Birthday Old Mother Hubbard went to the cupboard
To give her poor dog a bone,
Happy Birthday to you, But when she got there,
Happy Birthday to you the cupboard was bare,
Happy Birthday dear … And so the poor dog had none.
Happy Birthday to you.
She went to the baker's
Pat-a-Cake To buy him some bread,
But when she came back
Pat-a-cake, pat-a-cake, baker's man, The poor dog was dead.
Bake me a cake as fast as you can.
Roll it, and prick it, and mark it with a "B," She went to the joiner's
And put it in the oven for Baby and me! To buy him a coffin,
But when she came back
(The first letter of learners’ names can be used The poor dog was laughing'.
instead of ‘B’/Baby)
She took a clean dish
Polly, Put the Kettle On To get him some tripe,
But when she came back
Polly, put the kettle on, He was smoking a pipe.
Polly, put the kettle on,
Polly, put the kettle on, She went to the hatter's
We'll all have tea. To buy him a hat,
Blow the fire and make the toast, But when she came back
Put the muffins on to roast, He was feeding the cat.
Blow the fire and make the toast,
We'll all have tea. She went to the barber's
To buy him a wig,
Sukey, take it off again, But when she came back
Sukey, take it off again, He was dancing a jig.
Sukey, take it off again,
They've all gone away. She went to the tailor's
To buy him a coat,
Pease Porridge Hot But when she came back
He was riding a goat.
Pease porridge hot,
Pease porridge cold, She went to the cobbler's
Pease porridge in the pot To buy him some shoes,
Nine days old. But when she came back
Some like it hot, He was reading the news.
Some like it cold,
Some like it in the pot The dame made a curtsy,
Nine days old. The dog made a bow,
The dame said, "Your servant,"
The dog said, "Bow-wow
Little Miss Muffet
Wash Your Hands
Little Miss Muffet
Sat on a tuffet, Wash, wash, wash your hands,
Eating her curds and whey; Wash those germs away.
There came a big spider, Soap and water does the trick,
To keep them clean all day.
And sat down beside her, Somewhere Over the Rainbow
And frightened Miss Muffet away.
Somewhere over the rainbow
Old Mother Hubbard Way up high,
There's a land that I heard of
Once in a lullaby.

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Somewhere over the rainbow Whenever I feel afraid,
Skies are blue, I hold my head up high,
And the dreams that you dare to dream And whistle a happy tune,
Really do come true. So no one will suspect I'm afraid!

Someday I'll wish upon a star While shivering in my shoes,

And wake up where the clouds are far I strike a careless pose,
Behind me. And whistle a happy tune,
Where troubles melt like lemon drops And no one ever knows I'm afraid!
Away above the chimney tops
That's where you'll find me. The result of this deception
Is very strange to tell;
Somewhere over the rainbow For when I fool the people I fear
Bluebirds fly. I fool myself as well!
Birds fly over the rainbow.
Why then, oh why can't I? I whistle a happy tune,
And every single time,
If happy little bluebirds fly The happiness in the tune,
Beyond the rainbow Convinces me that I'm not afraid!
Why, oh why can't I?

Baa, Baa, Black Sheep Make believe you're brave

And the trick will take you far;
Baa, baa, black sheep, You may be as brave
Have you any wool? As you make believe you are!
Yes sir, yes sir,
Three bags full.
One for my master, Baby Bumblebee
And one for my dame,
And one for the little boy I'm bringing home a baby bumblebee,
Who lives down the lane. Won't my mommy be so proud of me (x2)

Here is My Little Garden I'm squishing up the baby bumblebee,

Won't my mommy be so proud of me (x2)
Here is my little garden,
And some seeds I'm going to sow. I'm wiping off the baby bumblebee,
Here is my rake to rake the ground. Won't my mommy be so proud of me,
And here is my handy hoe. I'm wiping off the baby bumblebee,
Now my mommy won't be mad at me!
Here is the big round yellow sun,
Our sun warms everything.
Here are the rain clouds in the sky, Desperate Dan
The birds will start to sing.
Desperate Dan, was a terrible man,
Little plants will wake up soon, He washed his face in a frying pan,
And lift their sleepy heads. He combed his hair with the leg of a chair;
The little plants will grow and grow, Desperate Dan, what a terrible man,
From their warm earthy beds.

Whistle a Happy Tune

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Counting rhymes/songs: The ants go marching four by four/
The little one stops to shut the door
Five Fat Sausages
The ants go marching five by five/
Five fat sausages sizzling in a pan, The little one stops to take a dive
One went pop! and the others went bang!
Four fat sausages sizzling in The ants go marching six by six/
a pan…. The little one tries to do some tricks
Three fat sausages ….
Two fat sausages …. The ants go marching seven by seven/
One fat sausage sizzling in a The little one stops to pray to heaven
pan
One went pop! and none The ants go marching eight by eight/
went bang! The little one stops to shut the gate
No fat sausages sizzling in a pan.
The ants go marching nine by nine/
Five Little Monkeys The little one stops to check the time

Five little monkeys The ants go marching ten by ten/

Swinging on a tree, The little one stops to say "The End"
Teasing Mr. Crocodile. This Old Man
"You can't catch me!"
This old man, he played one,
Along came Mr. Crocodile He played knick knack on his drum,
As quietly as can be, With a knick, knack, paddy whack,
He smiled at the monkeys, Give the dog a bone;
Sitting in the tree ….SNAP!! This old man came rolling home.

Four little monkeys… This old man, he played two/

three little, two little, no little… He played knick knack with my shoe,

This old man, he played three/

One, Two, Buckle My Shoe;
He played knick knack on my knee,
One, two, buckle my shoe;
Three, four, knock at the door;
This old man, he played four/
Five, six, pick up sticks;
He played knick knack at my door,
Seven, eight, lay them straight;
Nine, ten, a good fat Hen;
This old man, he played five/
Eleven, twelve, dig and delve;
He played knick knack, jazz and jive,
Thirteen, fourteen, maids a-courting;
Fifteen, sixteen, maids a-kissing;
This old man, he played six/
Seventeen, eighteen, maids a-waiting;
He played knick knack with his sticks,
Nineteen, twenty, my plate's empty;
This old man, he played seven/
The Ants Go Marching. He played knick knack up to heaven,
The ants go marching one by one,
hurrah, hurrah (x2) This old man, he played eight/
The ants go marching one by one, He played knick knack on my gate,
The little one stops to suck his thumb
And they all go marching into the ground This old man, he played nine/
For to get out of the rain, The ants go marching He played knick knack, rise and shine,
two by two/
This old man, he played ten/
The little one stops to tie his shoe He played knick knack in my den,

The ants go marching three by three/

The little one stops to climb a tree
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Games:

Where to start… How to play… Notes

SIMON SAYS

Needs: space When the teacher calls out ‘Simon says’ The list of instructions is
(enough for everyone to followed by an instruction (e.g. stand on one endless but be careful
stand up and move about a leg) the Learners must follow it. If the not to introduce too
little) teacher does not say ‘Simon says’ first they many new instructions
must not follow the instruction. The Learners at once (especially in
Explain the game and the continue to do action until the teacher say a L2)
sanctions or rules (being new ‘Simon says’ action.
‘out’ of ‘losing a life’) E.g. Variation (for more able
Teach and practise the T: Simon Says stand on one leg learners):
vocabulary/action (especially (all the learners obey) Choose a learner to be
if played in L2) T: hop up and down! the ‘teacher’ or
(Learners continue to stand on one foot and combine 2 instructions
any learner who hops up and down is ‘out’
or loses ‘a life’)

KIM’S GAME

Needs: pictures of The teacher displays the objects/flash cards Only use a few sight
objects/vocabulary or sight to the learners. They discuss and try to words at a time, add to
words on flash cards (with memorise them. the amount gradually
power stique on the back) The learners close their eyes and the
teacher removes/hides one of the items. Variation (for more able
Teach the names of the The learners open their eyes and try to learners):
objects or sight words remember/guess which item is missing. Hide 2 items/words

FRUIT BOWL

Needs: space, chairs for The teacher picks 4 or 5 items from a set Any set of items can be
everyone (e.g. fruit – apple, orange, mango, papaya used - colours, shapes,
and banana) and gives everyone a name of numbers, names of
Teach/revise the focus one of these items so that there is roughly characters in a story.
(names of items in set) an even number of each. Link these to the
integration topic or
Place the chairs are in a The teacher calls one of the set (e.g. lesson
circle mango) and these must change places (e.g.
all the learners who are ‘mangos’ must Add rules with regards
change places) to safety/rough
Once all the learners have had a go, the behaviour as needed.
teacher removes a chair, so that after
moving, there is one person without a chair.
This person calls the next item and tries to
sit in one of the chairs when the others
move. The aim is to have a chair.

Add the call of ‘fruit bowl’ which means that

everyone must change to change places.

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 Where to start… How to play… Notes

CHINESE WHISPERS
Needs: The teacher divides the class in teams (2-4 Variation: instead of
depending on numbers) the teacher decides saying the sentence to
Practise, teach or revise the on and whispers a sentence to one person on the first person the
target language each team. The sentence must be passed teacher could write it
around the team (by whispering) Once down (to practise
everyone has heard the whispered sentence reading) and ask the
the last person says what they have heard. last person to write
The team with the most accurate sentence down what they
wins. heard. If they are not
accurate the team
could work together to
fix it.
MATCHING PAIRS
Needs: a set of flashcards The teacher mixes up the cards and places Can also be played
(e.g. with sight words) or them all face down on the floor. with a pack of playing
picture cards where there Learners are divided into 2 (or more) teams. cards.
are at least 2 of everything. Each team takes a turn to turn over 2 cards
and say/read what is on the card. If the cards It could be played on
Teach/revise the names of match they keep the cards for their team. If the chalkboard (with
the pictures or sight words they don’t match the cards must be turned the learners in their
back over and the other team takes a turn. seats) if bostick was
The team with the most cards at the end is the put on the cards.
winner.
The learners should be encourages to try and It could also be played
remember the position of the cards they have in small groups
seen.
SWAT IT!
Needs: pictures or words on Display lots of flashcards on the chalkboard Variation: This could
flash cards (bostick on the (e.g. all the sight words learned so far,) The also be used with
back) teacher divides the class in 3 or 4 teams. Each mathematics facts.
Fly swatter (or rolled up team sends one member to the chalk board
newspaper) with the swatter. Variation 2: This could
counters The teacher calls out a word. The first person also be used with text
to swat the correct word wins a counter for (e.g. the words of a
Revise the target language their team. New team members come up to song or poem on a
compete. poster or some
The teacher could call out a sentence and the sentences already on
learners could listen out for specific words and the chalkboard at the
try to swat them. end of a lesson)

A learner could take

the teacher’s place
I SPY
Needs: a picture Everyone looks at a picture and the teacher Variation: instead of
Selects something from the picture and says “I the starting letter, the
spy with my little eye, something beginning teacher could pick a
with …” (whatever letter the item starts with.) starting sound or give
Learners take turns guessing what the item is. a clue about the item

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2.
Thematic integration

A theme or topic is selected and various areas of learning are planned around it. The
theme could be anything: a book/story, (e.g. The Three Little Pigs or an African legend);
an area of interest to the learners, (e.g. the desert or football); an element of a subject,
(e.g. ‘clocks’ from Mathematics or ‘rivers’ from the section on water in Environmental
Studies) or any other topic that the learners or teacher would like to explore. Sometimes
thematic integration takes place just within one subject. It is usually a fairly specific topic
but wide enough to link with other areas of learning. This topic can be linked with a
curriculum (??) but does not have to be.

Curricular Integration

A topic or theme is selected from one subject area of the curriculum, (e.g. Environmental
Studies) and then learning and lessons are planned that link to areas within other
curricular subjects. The aim is to link subjects and areas of learning within the curriculum
with each other using a specific theme or topic.

Cross-curricular

This refers to cross-curricular planning and is another semester for curricular integration.
This is when sections or subjects of the curriculum are crossed, intersected and linked.
In the Namibian context it refers to a topic that is dealt with across or in all curriculum
subjects, e.g. HIV and Aids. (See Curriculum p.8)

Spiral learning

This refers to when areas of the curriculum are covered repeatedly as the learner
progresses ‘up’ the different grades or levels of learning. For example, in Grade 1,
learners explore and learn about the area of HIV and AIDS or personal hygiene. They
do this in a manner that is suited to their age and learning abilities. They retur n to these
areas many times as they proceed through school, but each time they learn more about
the areas in a way that broadens their knowledge and develops their understanding of
the complexities of the issues connected to them. This learning expands acc ording to
the maturity and advanced abilities of the learner. Another example is Number Concept
Development in Mathematics: the teacher plans activities in the various topics again and
again throughout the year, but each time learners learn more about the topic and use
higher number ranges.

Spider web, mind mapping or brain-storming

These are various names for a way of organising thoughts and planning. Brainstorming
usually starts with writing down a central idea (often in the centre of a page) and then
writing down connected ideas. Drawing lines to connect these ideas to the central topic

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can make it look like a spider web. This ‘mind map’ can then be organised to facilitate
further planning.
Print Awareness and Reading Readiness (background information for teachers of Grade
3)

Allowing time for a learner to develop an understanding of the concepts of print (print
awareness) and become aware of all the fundamentals of literacy (reading readiness) is
vital before formal reading in Grade 1 can begin. Problems with reading later can
sometimes stem from inadequate time spent on reading readiness in the early grades.

Learners need to become aware that the squiggles on the packages/poster/sign/lists

they see around them have meaning. They must realize that these squiggles are
symbols and they have to understand there is a connection between these written
symbols, called letters, and the words and sounds we make when we speak. They need
to know that these symbols join up to form writing, that we can read and understand it
and that it has a purpose.

Teachers can develop print awareness and reading readiness by encouraging learners
to become aware of all kinds of print around them. They need to discuss and explain the
concept of reading and writing and expose learners to them. Modelled reading and
modelled writing can also be helpful in this.

To develop reading readiness, learners need to become familiar with books and all kinds
of texts (magazines, leaflets, comics, newspapers, etc). They need to be able to
recognise the front and the back of a book, identify the title and where one would start
reading, and be able to identify letters, words, spaces between words and sentences.

Phonological Awareness:

Phonological awareness and phonics are not the same thing. Phonological awareness
deals with sounds in spoken words, whereas phonics involves the relationship between
sounds and written symbols. Phonics deals with learning sound-spelling relationships
and is associated with print. Most phonological awareness tasks, by contrast, are purely
oral. Learners must develop phonological awareness before they learn and use phonics.
It is usually still important to continue phonological awareness in Grade 3.

There are 5 main tasks to be achieved to develop phonological awareness. 2 The

learners must be able to:
1. hear rhyme and alliteration (identify sounds and words that rhyme or recognize
words that start with the same sound)
2. do oddity tasks (identify the ‘odd one out’ in a list of rhyming words or words with
the same beginning/median/ending sound)
3. orally blend words (hear separate syllables, onset/rime or letter sounds and blend
then together to make a word)
4. orally segment words (orally break words into their syllables, onset/rime or letter
sounds)

2
From an article “Explicit Systematic Phonics” at http://www2.scholastic.com

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 5. do phonemic manipulation tasks (be able to substitute and delete
initial/final/vowel sounds)

Phonics:

There are many different semesters used in teaching phonics but it is not the intention of
this manual to describe these. More detail, specific to each grade, can be found under
the progression documents. Following is a brief explanation of the basic semesters
used in this manual.

The semester ‘word lists’ or ‘word families’ refers to created lists of words with a
common theme. A list of ‘word families’ might include words containing the same
digraph /oo/, e.g. book, look, took, wood, cook, foot, good, shook, hook and crook.
These word lists or word families are usually displayed in the classroom and are
constantly referred to and added to.

The semesters ‘letter name’ and ‘letter sounds’ are used to show the difference between
the name of the letter (when spelling out a word or saying the alphabet, for example)
and the sound(s) that the letter makes in a word. By Grade 3 learners should be very
sure of the difference.

Phonics also refers to learning about syllables (written and spoken sounds that make up
words, e.g. pen/cil), onset and rime (the first and last sound in a one-syllable word, e.g.
sh-eep), blending (joining two or three letters together to form a sound blend, e.g. st-op;
str-ing), and alliteration (a sequence of words that starts with the same sound, e.g.
Saara sits still on the sand).

Sight Words

‘Sight Words’ are words that learners know by sight and can read without sounding them
out. These words are the most commonly used words in a language and are learned
through study and constant exposure to them. A list of the 220 most used words in
English writing, called the ‘Dolch Sight Word List’, is used by teachers all over the world.
These words are arranged by frequency (the more commonly used ones first) and called
‘high frequency’ sight words. A suggested number to be learned by each grade is
available in the ‘Other Documents’ section.

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3
Think, Pair, Share

This is usually used during an oral activity. The teacher asks the learners a question.
Each learner THINKS of an answer (or their own opinion). Then the teacher asks the
learners to PAIR with another learner. Then the pair SHARE their answers with each
other. If required the learners can share their answer(s) with the rest of the class.

This can be used effectively in lots of subjects and is particularly useful when
encouraging learners to practise language or join in discussions (even when there are
large numbers). It is also a means of asking all learners to think about an answer rather
than waiting to be called on by the teacher. The teacher will not be able to hear answers
from everyone but s/he can walk around and listen to the discussions, to assess who is
‘on task’. It is also a beneficial strategy as it puts some responsibility for learning on to
the learner and encourages more participation.

Listen and Respond

Listen and Respond requires learners to respond in different ways to instructions (by
writing, drawing or acting out). Dictation is where learners write down words or
sentences that the teacher calls out and by Grade 3 this should be an integral part of the
spelling programme.

Cloze Exercises

‘Cloze’ refers to different kinds of ‘fill in the blanks’ exercises. The most common type is
some sentences (or a piece of text) with some missing words. Learners try to fill in the
missing words. Sometimes they have a word bank (a list of the missing words) or, to
make it more challenging, they must think of a word that fits so that the sentence makes
sense. (In this case there might be more than one correct word/answer). The task
develops vocabulary, an understanding of syntax and sentence structure, and learners
also need to use reading, writing and comprehension skills.

Sentence Extension or Sentence Building

A sentence is taken from a text or from oral work and extended or built upon. For
example, a learner might say, “I went to the market with my brother.” This sentence is
written on the chalkboard and the learners try to change one word to make a new
sentence, e.g. change the word ‘market’ so it becomes: “I went to the shop/clinic/football
match with my brother” or change the word ‘brother’ so it becomes: “I went to the market
with my sister/mother/father.”

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Later, short simple sentences can be added to and improved. The above example, “I
went to the market with my brother” could become “Last Saturday I went to the big
market in town with my older brother.”

The Daily News (maybe change to Class News for Grade 3?)

This is an extremely beneficial and useful teaching strategy to integrate all the language
skills. It is similar to ‘The Daily News’ in Grades 1 and 2 but moves away from learners’
daily personal events to those particularly related to classroom learning. Depending on
the learners’ skills, it can also be conducted two or three times a week rather than every
day.

Class news still starts with speaking and listening. Using ‘Think, Pair, Share’ the teacher
asks the learners to share a piece of news or information with their partner. This could
be a very general open question, (e.g. think of something interesting to tell your partner
or what did you do yesterday?) or specific- or topic-related, (e.g. tell your partner about
the investigation we did on the sun and shadows; what did you learn?) The learners
then chat with their partner and report back to the class (either their own
news/information or their partner’s). The purpose is to encourage the learners to talk.
The teacher should try not to interrupt them but should ask further questions to show
interest and encourage elaboration.

The teacher can model the writing of the learner’s news/information on the chalkboard
(and later move to shared writing). By Grade 3, more time can be spent on this activity,
particularly if it is not done every day. Teachers should also encourage the learners to
‘help’ them to write on the chalkboard/poster, (e.g. ‘Nadia, can you help me spell the
word ‘beautiful’? Who can tell me the two letters that begin the word ‘knife’? Who can
make these two short sentences into one with a joining word? etc).

The teacher can also use the sentences as teaching points, for example, by pointing out
syntax errors or grammar mistakes. However, it is not always appropriate to do this
when the learner is speaking or sharing their news as it often discourages learners to
speak and participate.

Initially, class news can be used for modelled and shared reading. A flipchart or poster
can be used to write a few items of news/information. This becomes a class diary and
at the end of the week the learners are asked to read it. By Grade 3 learners should be
able to write sentences on their own (perhaps using some key words on the chalkboard)
and maybe even keep their own diary. This method is also very useful when revising
content and when teaching new concepts such as ‘how to write a procedure’, ‘how to
write a description’ or ‘how to write a report’.

Once they have learned to take part in ‘Class News’ in L1, learners can learn to use it in
their second language. This will most likely be slow at first and will possibly require the
teaching of structures and vocabulary, and the use of very specific questions. With
practice the learners will become better at expressing themselves.

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Modelled, Guided, Shared and Independent Reading and Writing

Using the strategy of moving from modelled, to guided, to shared, to independent

reading and writing, is based on the idea of progressing from structured to unstructured
instruction. Modelled and shared reading/writing are very teacher-led and controlled. As
learners become more competent the teacher gives them more independence in their
reading and writing and they move to guided and independent methods.

The pattern of modelled, guided, shared, and independent reading/writing can be used
at all grades but at different levels and with different expectations, keeping in mind the
skills of the learners.

READING:

Modelled Reading
This is a more structured version of ‘reading aloud’. Teachers read stories to learners
and model good reading practice. They handle the books with care, show interest in
reading and in stories, and stop to ask themselves questions and make predictions (this
is demonstrated aloud to model to learners how it is to be done). They could also stop
to ask learners questions to make sure they understand and are following the story. This
technique is used in the early grades to instil an interest in stories and care for books.

Shared Reading
Teachers and learners have a shared text that they can all see, (e.g. a ‘Big Book’, a
poster or some writing on the chalkboard). Learners read the text together, usually at
the same time (as a large group or in small groups) and led by the teacher. It can follow
on from modelled reading or even be linked to it. Teachers as k questions as they read
and the learners are encouraged to answer, make observations, make predictions and
ask their own questions.

Guided Reading
Teachers guide the reading of the learners who have their own copy of the text, (e.g. a
textbook, reader or worksheet). It can be done as a large group or in small groups,
prepared or unprepared. Teachers organise and guide the reading lesson and
encourage the learners to read aloud (or silently) on their own. Teachers ask questions
that focus on a particular aspect of the text and support the learners to ‘have a go’ at
reading on their own.

Independent Reading
Learners read independently, either silently or aloud, without assistance from teachers.
Learners are able to self-correct, understand and comment on what they are reading.
This is the ultimate aim in the teaching of reading.

WRITING:

Modelled Writing
Teachers model good writing practice, often talking aloud to show the learners the
‘thought processes’ they go through when writing. They think about sentences before

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they write them, even saying it aloud in full before they put pencil to paper (or chalk to
chalkboard). They use neat handwriting and check what they have written by re-reading.
Teachers should also model questioning aloud what they have written, asking for help or
‘having a go’ if they are not sure, so the learners can see that writing is a process. They
also show what should be done if a mistake is made or if a spelling is not known.

Shared Writing
Teachers and learners plan and decide together what to write and the teachers act as
scribes. They help and guide the process, but encourage the learners to be involved and
gain ownership of the piece of writing, which could be anything from a sentence to a
poem to a description or procedure.

Guided Writing
Teachers guide the learners’ writing, most often with the planning or editing of the
writing. Depending on how much guidance teachers want to give, they might write key
words or phrases on the chalkboard, plan the writing orally or discuss with the learners
what they might write about. As the learners write, teachers move around the classroom
making individual suggestions for spellings or structure.

Independent Writing
Learners successfully plan, write and edit their own writing, without assistance from
teachers. This is the ultimate aim in learning to writing.

Other Literacy Methodologies:

Mini book
Learners, in pairs, individually or in small groups, make a small/short book on a topic. A
single folded A4 page could be used or small pieces of paper stapled together.

Have-a-go pad
A pad or notebook, usually arranged in alphabetical order, where learners attempt to
spell words by themselves. The teacher regularly checks and corrects where necessary.

Spelling journal
A notebook where learners write down the words they need to learn to spell during a
week/fortnight, and use self-testing and partner testing to check their spelling. It is often
used with a method such as ‘look, say, cover, visualise, write and check’.

Look, say, cover, visualize, write, check

A method of learning to spell individual words. Learners LOOK at the whole word and
find letter patterns or ‘tricky parts’. Then they SAY the word quietly to themselves in a
way that will help them remember. Next they COVER the word with their hand or book.
Then they VISUALISE the word to get a picture of it in their minds. Then they WRITE
the word (in their spelling journal or notebook) thinking about what it looks like and
sounds like when it is said. Finally, they CHECK the word they’ve written with the
original word to see if the spelling is correct.

This method needs to be taught well before it is put into practice by the learners

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4.Otheprogression Documents
PHONICS (G3)

Below is a sample phonics progression for Grade 3. In Grade 1 it is suggested that the
name of the letter, the sound or sounds the letter makes and how to form or write the
letter are all taught at the same time, and this continues to some extent in Grade 2.
During Grade 3, learners should master these concepts.

For Example:
 the name of the letter ‘b’ is pronounced ‘bee’
 the sound the letter ‘b’ make is pronounced ‘buh’ (written /b/) as in the start of the
word ‘ball’ or ‘bull’ or ‘bin’
 the letter ‘b’ is written by going ‘ down, up and around’

If English is their first language, at the start of Grade 3, most learners should know the
names of the letters in the alphabet and be familiar with most of the sounds they make.
They should be aware that some letters have more than one sound, (e.g. the ‘g’ in
generous or giant and the ‘c’ in cake or city). They should also be familiar with the
concept of a vowel and that they make ‘long’ and ‘short’ sounds in words (and that every
word has at least one). They should be able to identify words that start with certain
sounds and hear and identify rhyming words.

They should also know that combinations of some letters make new sounds. For
example, /ea/ as in meat, /aw/ as in saw, /ow/ as in cow and /oi/ as in soil.

If English is a second language, learners at the start of Grade 3 will have some phonics
knowledge which may depend, to some extent, on their progress and understanding of
phonics in their mother tongue. They might know most of the names of the letters and
sounds. They may also know some combinations of letters making new sounds, e.g. /ar/
as in car, /ck/ as in duck, /ss/ as in mess and /oo/ as in book. They may know some
blends such as /st/ and /cl/.

Phonics in Grade 3 starts with revising and consolidating all phonics knowledge from
Grade 2 and perhaps even Grade 1. Once all the letter names and sounds are revised,
teachers can start building words (this will still be revision for some, but it is better to go
slowly). Consonant-vowel-consonant words (cvc), are a good place to start. The learner
can start building and spelling words using the letters they know (c-a-t, l-e-g, b-i-g, d-o-g,
s-u-n, etc.) and ‘sound out’ nonsense words (l-u-n, t-a-t, etc.). This develops into
building words using sound blends (when two or three letters join together, e.g. /s/ and
/t/ become /st/ as in step). The development should be systematic and start with where
the learners are.

If many of the learners do not know their letter names and sounds, for whatever reason,
the teacher will have to spend time on phonics that would normally be taught in Grades

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99
1 and 2. Teachers cannot just move on to Grade 3 work if learners have not yet
mastered all the letter sounds and names.
Teachers should use a variety of different approaches and strategies when teaching
phonics. It is recommended that they use a combination of the ‘the phonics method’
(phonics taught explicitly as a specific skill) and the ‘Whole Language Approach’
(phonics taught incidentally within the context of a reading text or embedded in the
reading lesson) so that a balanced approach is taken.

It is also important to make phonics fun and interesting. Play games, (e.g. Swat It or
Kim’s Game) and have fun activities so phonics is not a boring chorusing of
meaningless sounds. It is important to continually relate phonics to the real world. For
example, use print in the environment as a starting point for a phonics lesson and look
for target phonics in any reading and writing they meet (especially in other subjects).

Just a reminder: An overview of Grade 1+ 2 Phonics in English

Overview of phonics in G 1 Overview of phonics in G1

(English as L1) (English as L2)

Develop Phonological Awareness Develop Phonological Awareness

Learn the names of the letters in the Learn the names of the letters in the
alphabet alphabet
Learn the sounds the consonants make Learn the basic sounds these letters
(some have more than one but just teach make
one for now)
Learn the importance of vowels and the
sounds they make (particularly long and
short vowel sounds)

Overview of phonics in G2 Overview of phonics in G2

(English as L1) (English as L2)

revision of G1 revision of G1
cvc words cvc words
digraphs (wh/ch/th/sh/ar/or/ur/er) digraphs (wh/sh/ch/th)
2 letter initial blends (with r/l/s)

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Overview of Phonics in Grade 3
Overview of phonics in G3 Overview of phonics in G3
(English as L1) (English as L2)
Revision of G1+ G2 Revision of G1+ G2
Word Families (2 letter and 3 letter blends) Word Families (2 letter and 3 letter
Word families (word endings) –nd blends)
(end/and/und) Word families (word endings) –nd
-ng (ing/ang/ong/ung) -st (ust/ast/est) -ck (end/and/und) -ng (ing/ang/ong/ung) -st
(eck,/uck/ack/ ock/ick) –ll ( ill/ell/ull) –nk (ust/ast/est) -ck (eck,/uck/ack/ ock/ick) –ll
(ink/unk/ank) (ill/ell/ull) –nk (ink/unk/ank)
Vowel combinations (ee, ai, ea, oa, oe, ie, Vowel combinations (ee, ai, ea, oa, oe,
ue, ei, oa) ie, ue, ei, oa)

SEMESTER 1

Wk Phonics - Eng L1 Phonics - Eng L2

1 Revise letter names and letter sounds Spl – (split, splash)
and recap word building and cvc
words
2 Revise digraphs Spr – (spring, sprint, spray, sprite)
(wh/ch/th/sh/ar/or/ur/er)
3 Revise word families with initial Revision of spl- spr-
consonant blends – e.g. br, pr & cr
(bring, brush, branch / /pram, prom, private / crib,
crust, crack, crash …)

4 Develop word families with initial -oo- (book, soon, room, look)
consonant combinations – st, sp, sl -ee- (feet, see, keep, street)
(star, stand, stick / spell, spin, spill, spend / slap,
sling. Slip, slam, slot…)

5 Extend 2 letter blends to 3 letter Ch- (church, chew, change, check)

blends – scr (scrap, scrub, scratch) spr
(spring, sprint) and str (string, strong,
street, strap)
6 Extend 2 letter blends to 3 letter Sh- (shall, shower, she, show)
blends – squ (squirt, squirrel, squash) thr
(thrill, thrush, three)
7 Revision, particularly consonants Revision
blends
8 Explore word families – words ending -ay- (rain, train, brain)
in – ng (ing) (ring, sing, king, wing + ‘ing’ on -ai- (tray, may, say)
verbs; falling, looking, running)

9 Explore word families – words ending -ee- (see, green, seed)

in –ng (ang, ung, & ong) -ea- (sea, great, bean)
(rang, sang, hang/ rung, hung, lung/ long, song, ..)

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 10 Explore word families – words -ll- (till, tall, hall, ball)
containing or ending in – nd (and,
end) (band, hand, land, sand, landing / bend,
lend, tend, mend, sending, )

11 Explore word families – words -oi- (boil, coil, soil)

containing or ending in – nd
(ond/und) (pond, round, found, sound .)
12 Explore word families- words -oy- (toy, boy, joy)
containing oy
13 Explore word families Diagraphs - aw Digraphs: – aw- (paw, claw, straw)

Wk Phonics - Eng L1 Phonics - Eng L2

14 Explore word families – words a – e (game, same, name)
containing or ending in –ck (ick/ock)
(sick, lick, chicken, pick / lock, dock, rock, sock.)

15 Explore word families – words o – e (bone, one, some, gone)

containing or ending in –ck
(ack/uck/eck) (back, hack, pack, sack / duck,
luck, truck, muck / deck, neck, peck ..)

16 Explore word families – words Revision + gr- (green, great, grieve)

containing or ending in –st (est) (best,
rest, vest, smallest, biggest)

17 Explore word families – words -ow- (cow, low, snow, now)

containing or ending in – st (ast/ust)
(fast, last, past / gust, rust, must..)

18 Explore word families- er -er- (water, later, sweater)

19 Explore word families – words -ur- (turn, burn, church,nurse)
containing or ending in –ell (bell fell, hell,
selling, yelled …)

SEMESTER 2

20 Explore word families – words Construct and read 3 letter words

containing or ending in –ill (bill, kill, pill,
hill, until, fill …)

21 Explore word families – words Str- (street, straw, stranger)

containing or ending in –ull (bull, dull, full, Read unfamiliar words
pull …)

22 Explore word families – words -tion (correction, nation, mention,

containing or ending in –all (ball, tall, wall, attention)
fall, hall, falling, taller …)

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 23 Explore word families – words -oa- (goat, boat, goal,coat)
containing or ending in –nk
(ink/ank/unk) (link, pink, sink think / bank,
sank, thank / sunk, bunk, junk …)

24 Revision, particularly word endings -oo- (food, good,look,book)

25 Revision particularly vowels and Revision –ee- (keep, feet, weep,see)
digraphs (ar/or/ur/er)

Wk Phonics - Eng L1 Phonics - Eng L2

26 *Vowel combination – ee (bee, tree, -er (water, summer, soccer)
sweet, feet, sheep, sleep, feed, need, seed,
been, seen,..)
27 *Vowel combination – ai (sail, snail, fl- (flow, fly, flower, floor)
pail, tail, paint, chain, train, rain, rail ,
email…)
28 *Vowel combination – ea (seat, meat, -ight (night, fight, light, right)
beat, wheat, team, dream, leaf…)
29 * Vowel combination – oa (boat, coat, -or- (pork, short, fork, corn)
goat, road, coal, roast, coast, boast, load,
float …)
30 * Vowel combination – oe (toe, hoe, -ir- (bird, girl, first)
doe Joe, foe…)
31 *Vowel combination –ie (tie, lie, die, Use blends –ng and –rt words
dried, pie, cries, flies …)
32 *Vowel combination – ue (cue, clue, -ou- (use diphthongs)
blue, glue, true …)
33 * Vowel combination – ei (seize, -ai (pair, hair, fair, chair)
receive, weird)
34 * Vowel combination – oa (board, u – e (tube, cute, cube, dune)
hoarse, oar, roar …)
35 Revise Revise phonics, diagraphs
36 Revise Revise diphthongs, blends

*The general rule for vowel combinations is: when two vowels come together only look
at the first vowel and call it by its name (rather than its sound). Ignore the second vowel.
The exceptions to the rule (ea/ie) will be covered in Grade 4
E.g. ‘snail’; look at the ‘a’ but say ‘ay’ and ignore the ‘i’
‘tie’; look at the ‘i’ but say ‘eye’ and ignore the ‘e’
‘road’ look at the ‘o’ but say ‘oh’ and ignore the ‘a’

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 Sight Words

Below is a list of sight words that could be taught in English as a first language in each
grade (based on the Dolch list of high frequency sight words)

Sight Words for English as a First Language (L1)

Grade 1 (90+) Grade 2 (130+) Grade 3 (180)

the he of would
to was his very
and that had your
a she him its
I on her around
you they some don't
it but as right
in at then green
said with could their
for all when call
up there were sleep
look out them five
is be ask wash
go have an or
we am over before
little do just been
down did from off
can what any cold
see so how tell
not get know work
one like put first
my this take does
me will every goes
big yes old write
come went by always
blue are after made
red now think gave
where no let us
jump came going buy
away ride walk those
here into again use
help good may fast
make want stop pull
yellow too fly both
two pretty round sit
play four give which
run saw once read
find well open why
three ran has found
funny brown live because
eat thank best
who upon
new these
must sing
black wish
white many
soon
our
ate
say
under
please

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Below is a list of sight words that could be taught in English as a Second language in
each grade (based on the Dolch list of high frequency sight words)

Sight Words for English as a Second Language (L2)

Grade 1 (40+) Grade 2 (90+) Grade 3 (150+)

the he white of sleep
to was soon his five
and that our had wash
a she ate him or
I on say her before
you they under some been
it but please as off
in at play then cold
said with brown could tell
for all eat when work
up there who were first
look out new them does
is be must ask goes
go have black an write
we is over
little in just
down when from
can my any
see our how
not of know
one the put
my it take
me can every
big am old
come do by
blue did after
red what think
where so let
jump get going
away like walk
here this again
help will may
make yes stop
yellow went fly
two are round
play now give
run no once
find came open
three ride has
funny into live
so good thank
have want would
with too very
were over your
time its
pretty around
four don't
saw right
well green
ran their
call

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Grade 3
Week 1- 3
Phase 1 (P + 1) = decades + 2 digits by splitting (40 + 34 = 40 + 30 + 4 = 70 + 4=74)

Phase 4 (P + 4) Column notations for decades + 2 digits 1

Week 4 Phase 2 (P + 2) 2 digits + 2 digits by splitting without bridging the 10

45 + 34 = 40 + 30 + 5 + 4 = 70 + 9 = 79

Phase 5 (P + 5) Column notations for 2 digits + 2 digits without bridging the 10

Week 5- 7 Phase 1 subtraction (P - 1) (see TG) 2 digits - decade only in column notation

Week 8 Phase 3 addition (P + 3) 2 digits + 2 digits by splitting, bridging the 10

45 + 29 = 40 + 20 + 5 + 9 = 60 + 14 = 74

Phase 6 addition (P + 6) column notation for 2 digits by splitting, bridging the 10

Week 9 Phase 2 Subtraction: 2 digits – 2digits not bridging the 10

54 – 31 in column notation only

Week 10 Phase 3 Subtraction: decades – 2 digits not bridging the 10

54 – 31 in column notation

Week 11- 12 Phase 4 Subtraction: 2 digits - 2 digits bridging the10

54 – 36 in column notation

Week 14 -15 Phase 1 (P + FH 1) multiple of 100 + 2 digits

200 + 43 in column notation only

Phase 2 (P + FH 2) 3 digits + 2 digits not bridging 10 or 100 using column notation

Week 16 Phase 3 (P + FH3) 3 digits + 3 digits not bridging

342 + 156 in column notation

Phase 1 (P – FH1) 3digits – multiple of 100 in column notation form

Week 18 Phase 4 (P+FH4) 3digits, bridging the 10

138 + 245 in column notation

Pm1, 10 rule = 3 × 4 = 12 -> 3 + 40 = 120 (only using time table of 2, 3, 4 and 5

Week 19 Phase 5 (P + FH5) 3 digits + 3 digits bridging the 100

172 + 245 in column notation

Week 21 Phase 6 (P + FH6) 3 digits + 3 digits bridging the 100 and 10

256 + 189

Week 22 Phase 3 (P – FH
3
) 3 digits - 3 digits in column form bridging 10
345-136

Week 26 Phase 2 (Pm2) Multiply any number (1 - 50) times

(1 - 5) using special notation 2 × 17

*phase 1 (PD 1) ÷ 2 for 2 - 20 by inverted multiplication and halving and ÷ 3 for 3 ÷ 30 by

inverted multiplication

Week 27 Phase 2 (PD2) ÷2 for 2 - 20 by inverted multiplication and halving and ÷ 3 for 3 - 30 by
inverted multiplication

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Week 28 Phase 4 (P – FH ) 3 digits – 3digits in column notation, bridging 100
4

345 – 182

Week 29 – 30 Phase 3 division (Pd3) ÷ 2 through inverted multiplication repeated subtraction and halving.

Week 31 Phase 3 multiplication: Any 2 digit number (50 - 99) times 2, 3, 4, or 5 using the notation as
in week 26 as well as commutative law
54 × 3 = 3 × 54

Week 32 Phase 4 division (PD4) ÷ 4 and ÷ 5 through, inverted multiplication and repeated subtraction
(no remainders): 4 ÷ 10 through inverted multiplication no remainders

Week 33 Phase 5 division (PD5) division by 2, 3, 4, 5 and 10 inverted multiplication and repeated
subtraction including remainders

Week 34 Phase 5 (P – FH5) 3 digits in column form bridging 10 and 100

465 - 289

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