GRADE 3

Introduction

This booklet is designed to give an overview of all the learning targets for students in Grade 3 throughout the year. The aim is that by the end of their year in Grade 3, every student at BWYA will be able to achieve all of the outcomes identified in this booklet. However, these standards are by no means meant to limit a student’s achievement, with all students encouraged to extend themselves to learn and grow to their potential.

The standards identified in this booklet come from highly respected curricula from around the world and were chosen because they are developmentally appropriate and sequentially build on each other from year to year. Teaching goals, assessments and student reports at the BWYA primary school all align to these standards, and these standards also align to those used in the BWYA secondary school.

It is hoped that this booklet will enhance parents’ understanding of what their child should be learning during Grade 3 and enable parents to better partner with the school in seeing their child be successful. Both parents and teachers are able to refer to the standards during conversations and then plan future growth goals in line with the standards’ expectations. Through this, everyone can work together in unity for the benefit of the child.

The standards for Grade 3 cover the following learning areas:

English Language Arts

English Language Arts

The BWYA English Language Arts Standards come from the United States Common Core Standards.

Reading: Literature
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
  • Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
  • Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  • Distinguish their own point of view from that of the narrator or those of the characters.
  • Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
  • Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
  • By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
Reading: Information Texts
  • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
  • Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • Distinguish their own point of view from that of the author of a text.
  • Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • Compare and contrast the most important points and key details presented in two texts on the same topic.
  • By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
Reading: Foundation Skills
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Read with sufficient accuracy and fluency to support comprehension.
Writing
  • Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
  • With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
  • Conduct short research projects that build knowledge about a topic.
  • Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
  • Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  • Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Mathematics

Mathematics

The BWYA Mathematics Standards come from the United States Common Core Standards.

Overview

In Grade 3, instructional time should focus on four critical areas:

  • Developing understanding of multiplication and division and strategies for multiplication and division within 100;
  • Developing understanding of fractions, especially unit fractions (fractions with numerator 1);
  • Developing understanding of the structure of rectangular arrays and of area;
  • Describing and analyzing two-dimensional shapes.
  • (1) Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

  • (2) Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.

  • (3) Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.

  • (4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.

Operations and Algebraic Thinking
  • Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
  • Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
  • Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
  • Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
  • Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
  • Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
  • Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
  • Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
  • Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Number and Operations in Base 10
  • Use place value understanding to round whole numbers to the nearest 10 or 100.
  • Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
  • Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Number and Operations - Fractions
  • Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  • Understand a fraction as a number on the number line; represent fractions on a number line diagram.
  • Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.
Measurement and Data
  • Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
  • Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
  • Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
  • Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
  • Recognize area as an attribute of plane figures and understand concepts of area measurement.
  • Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
  • Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Geometry
  • Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  • Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Science and Engineering

Science and Engineering

The BWYA Science and Engineering Standards come from the US Next Generations Science Standards.

Overview

The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-related hazards be reduced? How do organisms vary in their traits? How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes? How do equal and unequal forces on an object affect the object? How can magnets be used?”

Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards.

Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die.

Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas.

In the third grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

Students are expected to use these practices to demonstrate understanding of the core ideas.

Science Knowledge
  • Physical Science
  • Life Science
  • Earth and Space Science
  • Engineering, Technology and Applications of Science
Science Skills
  • Asking Questions and Defining Problems
  • Developing and Using Models
  • Planning and Carrying Out Investigations
  • Analyzing and Interpreting Data
  • Using Mathematics and Computational Thinking
  • Constructing Explanations and Designing Solutions
  • Engaging in Arguments from Evidence
  • Obtaining, Evaluating and Communicating Information

Grade 3 Achievement Standards

  • Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
  • Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
  • Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
  • Define a simple design problem that can be solved by applying scientific ideas about magnets.
  • Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
  • Construct an argument that some animals form groups that help members survive.
  • Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  • Use evidence to support the explanation that traits can be influenced by the environment.
  • Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
  • Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
  • Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
  • Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
  • Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • Obtain and combine information to describe climates in different regions of the world.
  • Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

Units of Inquiry

Units of Inquiry

The BWYA Units of Inquiry Standards come from the International Primary Curriculum.

Subject Areas
  • History
  • Society
  • Geography
  • International Mindedness
Knowledge Standards
  • Know about the main events, dates and characteristics of the past societies they have studied.
  • Know about the lives of people in those periods.
  • Know about the main similarities and differences between the past societies they have studied.
  • Know that they belong to different groups, have different home countries and different nationalities.
  • Know that different groups have different purposes.
  • Know that people within groups have different outlooks, characteristics and purposes.
  • Know that they have rights and responsibilities.
  • Know that people in different countries have different traditions, celebrations and ways of living.
  • Know about ways of keeping healthy and safe through diet, clothing, exercise, hygiene and the observance of reasonable rules.
  • Know how particular localities have been affected by natural features and processes.
  • Know how particular localities have been affected by natural features and processes.
  • Know how the nature of particular localities affect the lives of people.
  • Know about the weather and climatic conditions in the host country and how they affect the environment and the lives of people living there.
  • Know about some of the similarities and differences between the different home countries and between them and the host country.
  • Know about ways in which these similarities and differences affect the lives of people.
Skill Standards
  • Be able to give some reasons for particular events and changes.
  • Be able to gather information from simple sources.
  • Be able to use geographical terms.
  • Be able to describe the main geographical features of the area immediately surrounding the school.
  • Be able to make simple maps and plans of familiar locations.
  • Be able to use maps at a variety of scales to locate the position and geographical features of particular localities.
  • Be able to use secondary sources to obtain geographical information.
  • Be able to express views on the features of an environment and the way it is being harmed or improved.
  • Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features.
  • Be able to identify activities and cultures which are different from but equal to their own.
Understanding Standards
  • Understand that the past can be considered in terms of different time periods.
  • Understand that the past has been recorded in a variety of different ways.
  • Understand that people can affect their own health and safety.
  • Understand that people’s health and safety can be affected by a variety of factors including food, climate, rules, and the availability of resources.
  • Understand that celebrations are influenced by a variety of factors including beliefs and history.
  • Understand how places fit into a wider geographical context.
  • Understand that the quality of the environment can be sustained and improved.

Chinese Studies

Chinese Studies

The BWYA Chinese Studies Standards come from the Chinese National Curriculum.

识字和写字
  • 对学习汉字有浓厚的兴趣,养成主动识字的习惯。
  • 有初步的独立识字能力,会运用音序检字法和部首检字法查字典、词典。
  • 能使用硬笔熟练地书写正楷字,做到规范、端正、整洁。
阅读
  • 用普通话正确、流利、有感情地朗读课文。
  • 初步学会默读,做到不出声,不指读。
  • 能联系上下文,理解词句的意思,能借助字典、词典和生活积累,理解生词的意义。
  • 能初步把握文章的内容,体会文章表达的思想感情,能对课文中不理解的地方提出疑问。
  • 背诵优秀诗文,注意在诵读过程中体验情感,展开想象,领悟内容。
  • 在理解语句的过程中,体会句号和逗号的不同用法,了解冒号,引号的一般用法。
  • 积累课文中的优美词语,精彩句段,以及在课外阅读和生活中获得的语言材料。
  • 养成读书看报的习惯,课外阅读总量不少于40万字。
习作
  • 留心周围事物,乐于书面表达,增强习作的自信心,愿意将自己的习作读给人听,与他人分享习作的快乐。
  • 尝试在习作中运用自己平时积累的语言材料,特别是有新鲜感的词句。
  • 学习修改习作中有明显错误的词句。
  • 习作每学年14次左右。
口语交际
  • 能用普通话交谈。在交谈中能认真倾听的习惯。
  • 听人说话能把握主要内容,并能简要转述。
  • 讲述故事力求具体生动

The BWYA Music Standards come from the US National Association for Music Education.

Creating
  • Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as personal and social).
  • Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.
  • Demonstrate selected musical ideas for a simple improvisation or composition to express intent and describe connection to a specific purpose and context.
  • Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas.
  • Evaluate, refine, and document revisions to personal musical ideas, applying teacher-provided and collaboratively- developed criteria and feedback.
  • Present the final version of personal created music to others and describe connection to expressive intent.
Performing
  • Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.
  • Demonstrate understanding of the structure in music selected for performance.
  • When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
  • Describe how context (such as personal and social) can inform a performance.
  • Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).
  • Apply teacher- provided and collaboratively- developed criteria and feedback to evaluate accuracy of ensemble performances.
  • Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
  • Perform music with expression and technical accuracy.
  • Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
Responding
  • Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.
  • Demonstrate and describe how a response to music can be informed by the structure, the use of the elements of music, and context (such as personal and social).
  • Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers’ interpretations to reflect expressive intent.
  • Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.
Connecting
  • Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
  • Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Visual Arts

Visual Arts

The BWYA Visual Arts Standards come from the US National Art Education Association.

Creating
  • Elaborate on an imaginative idea.
  • Apply knowledge of selected resources, tools, and technologies to investigate personal ideas through art-making.
  • Create artwork to meet personal criteria, using a variety of artistic processes and materials and developmentally appropriate craftsmanship.
  • Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
  • Individually or collaboratively construct visual representations of objects or places from everyday life.
  • Add details to an artwork to enhance emerging meaning.
Presenting
  • Investigate and discuss possibilities and limitations of traditional and emerging presentation spaces.
  • Identify traditional and emerging presentation spaces and prepare works of art for presentation including an artist’s statement.
  • Identify and explain how and where different cultures record and illustrate stories and history of life through art.
Responding
  • Categorize images based on expressive properties.
  • Speculate about processes an artist uses to create a work of art.
  • Interpret art by analyzing how use of media, mood, and subject matter shape meaning while using appropriate art vocabulary.
  • Evaluate an artwork based on given criteria.
Connecting
  • Develop art based on observations of surroundings.
  • Recognize that responses to art can change depending on knowledge of the time and place in which it was made.

The BWYA Drama Standards come from the US Educational Theatre Association’s Core Theatre Standards.

Creating
  • Create roles, imagined worlds, and improvised stories in a drama/theatre work. 
  • Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work. 
  • Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work. 
  • Participate in methods of investigation to devise original ideas for a drama/theatre work. 
  • Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work. 
  • Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama theatre work. 
  • Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work. 
  • Practice and refine design and technical choices to support a devised or scripted drama/theatre work. 
Performance
  • Apply the elements of dramatic structure to a story and create a drama/theatre work. 
  • Investigate how movement and voice are incorporated into drama/theatre work.
  • Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work. 
  • Identify the basic technical elements that can be used in drama/theatre work. 
  • Practice drama/theatre work and share reflections individually and in small groups. 
Responding
  • Understand why artistic choices are made in a drama/theatre work. 
  • Consider multiple personal experiences when participating in or observing a drama/theatre work. 
  • Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work. 
  • Examine how connections are made between oneself and a character’s emotions in drama/theatre work.
  • Understand how and why groups evaluate drama/theatre work. 
  • Consider and analyze technical elements from multiple drama/theatre works. 
  • Evaluate and analyze problems and situations in a drama/theatre work from an audience perspective. 
Connecting
  • Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work. 
  • Identify connections to community, social issues and other content areas in drama/theatre work. 
  • Explore how stories are adapted from literature to drama/theatre work. 
  • Examine how artists have historically presented the same stories using different art forms, genres, or drama/theatre conventions. 

Physical Education

Physical Education

The BWYA Physical Education Standards come from the Shape America Grade Level Outcomes.

Overview

By the end of Grade 5, the learner will demonstrate competence in fundamental motor skills and selected combinations of skills; use basic movement concepts in dance, gymnastics and small-sided practice tasks; identify basic health-related fitness concepts; exhibit acceptance of self and others in physical activities; and identify the benefits of a physically active lifestyle.

Motor Skills and Movement Patterns
  • Leaps using a mature pattern. 
  • Travels showing differentiation between sprinting and running. 
  • Jumps and lands in the horizontal and vertical planes using a mature pattern. 
  • Performs teacher- selected and developmentally appropriate dance steps and movement patterns. 
  • Performs a sequence of locomotor skills, transitioning from one skill to another smoothly and without hesitation. 
  • Balances on different bases of support, demonstrating muscular tension and extensions of free body parts. 
  • Transfer weight from feet to hands for momentary weight support.
  • Moves into and out of gymnastics balances with curling, twisting and stretching actions.
  • Combines locomotor skills and movement concepts (levels, shapes, extensions, pathways, force, time, flow) to create and perform a dance. 
  • Combines balance and weight transfers with movement concepts to create and perform a dance. 
  • Throws underhand to a partner or target with reasonable accuracy. 
  • Throws overhand, demonstrating 3 of the 5 critical elements of a mature pattern, in non-dynamic environments (closed skills), for distance and/or force. 
  • Catches a gently tossed hand-size ball from a partner, demonstrating 4 of the 5 critical elements of a mature pattern. 
  • Dribbles and travels in general space at slow to moderate jogging speed, with control of ball and body. 
  • Dribbles with the feet in general space at slow to moderate jogging speed with control of ball and body. 
  • Passes and receives a ball with the insides of the feet to a stationary partner, “giving” on reception before returning the pass. 
  • Volleys an object with an underhand or sidearm striking pattern, sending it forward over a net, to the wall or over a line to a partner, while demonstrating 4 of the 5 critical elements of a mature pattern. 
  • Strikes an object with a short-handled implement, sending if forward over a low net or wall.
  • Strikes an object with a short-handled implement while demonstrating 3 of the 5 critical elements of a mature pattern.
  • Strikes a ball with a long-handled implement (e.g., hockey stick, bat, golf club), sending it forward, while using proper grip for the implement. Note: Use batting tee or ball tossed by teacher for batting. 
  • Performs intermediate jump-rope skills (e.g., a variety of tricks, running in and out of long rope) for both long and short ropes.
Movement and Performance
  • Recognizes the concept of open spaces in a movement context. 
  • Recognizes locomotor skills specific to a wide variety of physical activities. 
  • Combines movement concepts (direction, levels, force, time) with skills as directed by the teacher. 
  • Employs the concept of alignment in gymnastics and dance. 
  • Employs the concept of muscular tension with balance in gymnastics and dance. 
  • Applies simple strategies and tactics in chasing activities. 
  • Applies simple strategies in fleeing activities.
Physical Activity and Fitness
  • Charts participation in physical activities outside physical education class. 
  • Identifies physical activity as a way to become healthier. 
  • Engages actively in the activities of physical education class without teacher prompting. 
  • Describes the concept of fitness and provides examples of physical activity to enhance fitness. 
  • Recognizes the importance of warm-up and cool-down relative to vigorous physical activity. 
  • Demonstrates, with teacher direction, the health-related fitness components. 
  • Identifies foods that are beneficial for before and after physical activity. 
Responsible Personal and Social Behaviour
  • Exhibits personal responsibility in teacher-directed activities. 
  • Works independently for extended periods of time. 
  • Accepts and implements specific corrective feedback from the teacher. 
  • Works cooperatively with others. 
  • Praises others for their success in movement performance. 
  • Recognizes the role of rules and etiquette in physical activity with peers. 
  • Works independently and safely in physical activity settings. 
Values Physical Activity
  • Discusses the relationship between physical activity and good health.
  • Discusses the challenge that comes from learning a new physical activity.
  • Reflects on the reasons for enjoying selected physical activity.
  • Describes the positive social interactions that come when engaged with others in physical activity.

Schoolwide Learner Outcomes

Schoolwide Learner Outcomes

The BWYA Schoolwide Learner Outcomes were developed by Beijing World Youth Academy.

Respect

We show respect in the way we treat others and are tolerant of our differences

International Mindedness

We show our international-mindedness in the way we work to make our school, community, and world a better place.

Fairness

We show our fairness in the way we share, listen, stay open-minded, and play by the rules.

Caring

We show that we are caring in the way that we are kind, compassionate, and happy to help.

Resilience

We show our resilience in the way that we persevere, believe in ourselves, and always do our best.

Adaptability

We show our adaptability in the way that we are flexible, abide by local rules and customs, and practice ‘give and take’.

Knowledge

We show our knowledge by having inquiring minds, and by striving to be independent learners that are happy to engage socially and intellectually.