ANNUAL

CURRICULUM
PLAN
CLASS : III
SESSION 2015-16
 GOLAYA PROGRESSIVE PUBLIC SCHOOL
SESSION :2015-16
.1

APRIL(24) MAY(13) JUNE(0)

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa
1 2 3 4 31 1 2 1 2 3 4 5 6
5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13
12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20
19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27
26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

JULY(26) AUGUST(23) SEPETEMBER(24)

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa

1 2 3 4 30 31 1 1 2 3 45
5 6 7 8 9 10 11 2 3 4 5 6 7 8 6 7 8 9 10 11 12
12 13 14 15 16 17 18 9 10 11 12 13 14 15 13 14 15 16 17 18 19
19 20 21 22 23 24 25 16 17 18 19 20 21 22 20 21 22 23 24 25 26
26 27 28 29 30 31 23 24 25 26 27 28 29 27 28 29 30

OCTOBER(19) NOVEMBER(21) DECEMBER(26)

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa
1 2 3 1 2 3 4 5 6 7 1 2 3 4 5
4 5 6 7 8 9 10 8 910 11 12 13 14 6 7 8 9 10 11 12
11 12 13 14 15 16 17 15 16 17 18 19 20 21 13 14 15 16 17 18 19
18 19 20 21 22 23 24 22 23 24 25 26 27 28 20 21 22 23 24 25 26
25 26 27 28 29 30 31 29 30 27 28 29 30 31

JANUARY(16) FEBRUARY(25) MARCH(16)

Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa
31 1 2 1 2 3 4 5 6 1 2 3 4 5
3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12
10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19
17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26
24 25 26 27 28 29 30 28 29 27 28 29 30 31

1
List of Holidays

1. Good Friday 03.04.15 Friday

2. Dr. Ambedkar Jayanti 14.04.15 Tuesday
3. Buddh Purnima 04.05.15 Monday
4. Id –Ul- Fitr 18.07.15 Saturday
5. Independence Day 15.08.15 Saturday
6. Teej 17.08.15 Monday
7. Raksha Bandhan 29.08.15 Saturday
8. Janamashtami 05.09.15 Saturday
9. Id-Ul-Zuha 24.09.15 Thursday
10. Gandhi Jayanti 02.10.15 Friday
11. Dussehra 22.10.15 Thursday
12. Muharram 24.10.15 Saturday
13. Karwa Chauth 30.10.15 Friday
14. Haryana Day 01.11.15 Sunday
15. Diwali 11.11.15 Wednesday
16. Goverdhan Puja 12.11.15 Thursday
17. Bhai Duj 13.11.15 Friday
18. Guru Nanak Dev ji’s Birthday 25.11.15 Wednesday
19. Christmas Day 25.12.15 Friday
20. Makar Sankaranti 14.01.16 Wednesday
21. Republic Day 26.01.16 Monday
22. Maha Shivratri 07.03.16 Monday
23. Holi 24.03.16 Thursday

Note:
1. Summer Break : 17th May 2015 to 30th June 2015
2. Autumn Break : 18th October 2015 to 25th October 2015
3. Winter Break : 1st January 2016 to 10th January 2016
Total Number of Working Days : 233
April : 24 Aug. : 23 Nov. : 21 Feb. : 25
May : 13 Sept. : 24 Dec. : 26 March : 16
July : 26 Oct. : 19 Jan. : 16

2
List of books

S.No. Name of the Books Author's Name / Publisher's Name

ENGLISH

1 Grow with words -English Coursebook Nomita Wilson (AUP)

2 English Worksheets Amity University Press

3 English Grammar Amity University Press

4 Cursive Strokes Amity University Press

HINDI

5 AmaRt, ihndI pazmaalaa Da^ SaOlaoSa EaIvaastva

6 vyaakrNa saaopana ³ saRjanaa%mak laoKna saiht ´ Da^ klpnaa
7 AByaasa puistka
MATHS

8 Grow With Numbers Madhu Singh Sirohi

9 Mathematics - worksheets Amity University Press

EVS

10 My Vibrant Planet(Enviornment Studies Series) Amity University Press

VALUE EDUCATION

11 Live and Let Live (Life 's Mantra) Shradha Anand

COMPUTER

Viva dot Com (Computer Science and Prof . Ashok Arora & Sarika
12 Information Technology) Verma (VIVA Education)

3
 Competitions

April May June

Activity on addition using
Number game(Maths)
abacus(Maths)
Forming Roman numerals
Card Making(EVS)
using sticks(Maths)

Extempore (English)
Sports competition (EVS)

हहिंदी शब्द ऱड़ी

प्रतियोगगिा(हहिंदी)

July August September

Activity on subtraction Activity on division using Activity on geometry through

using geometrical Rajma and ice tray(Maths) paper cutting and paper
shapes(Maths) folding(Maths)
Role Play (Freedom
Activity on multiplication fighters)(English) Handwriting Competition
using flash cards(Maths) (English)
-Poster making on
सऱ
ु ेख प्रतियोगगिा(हहिंदी) ‘National festivals’ -Paragraph writing on ‘Say
(EVS) No to plastic bag’
(EVS)
भाषण प्रतियोगगिा(हहिंदी)
कवििा पाठ (हहिंदी)

4
Competitions

October November December

Activity on fractions through Activity on money through Activity on time related to

real objects(Maths) artificial notes and their daily routine(Maths)
coins(Maths)
Activity on fractions(showing
shaded and unshaded parts) Story telling (English)
Activity: Tell me more(EVS)
(Maths)
कऺा सजािट प्रतियोगगिा
Pictograph: Activity through
(हस्िकऱा द्िारा)(हहिंदी)
real objects(Maths) कवििा पाठ (हहिंदी)

Collage Making on
festivals(EVS)

कहानी ऱेखन (हहिंदी)

January February March

Group activity on length Activity on weight and
using various objects(Maths) volume through
wrappers(Maths)
Activity: Tell me
more(English) Handwriting
Competition(English)
मिंच अभभनय(हहिंदी)
स्िरगचि कवििा ऱेखन

प्रतियोगगिा(हहिंदी)

5
Datesheet

Summative Assessment I (Timings - 7:30 am to 10:00 am)

Subject Date Day Parent's Sign.

English 14/9/15 Monday
Maths 15/9/15 Tuesday
Hindi 16/9/15 Wednesday
G.K. 17/9/15 Thursday
EVS 18/9/15 Friday
Computer 19/9/15 Saturday

Summative Assessment II (Timings - 8:30 am to 11:00 am)

Subject Date Day Parent's Sign.

EVS 14/3/16 Monday
Computer 15/3/16 Tuesday
English 16/3/16 Wednesday
Hindi 17/3/16 Thursday
G.K. 18/3/16 Friday
Maths 19/3/16 Saturday

6
Distribution of Syllabus of English (Class III)
c

Month Grow with Words Grammar Workbook

L-1 :A Helping
Ch-1: Poem
Hand Unit-1 :Nouns Again -
April
L-2 : Tin- Tin, The Unit 2 : Abstract Noun Ch-2: Fun with words
Robot Ch-3: Punctuation
Ch-4: Nouns
Unit-3: Material Nouns
L-3 : Poem - Boats Ch-5: Name Them
May Unit-4: Subject and Verb Go
Sail on the Rivers
Together Ch-6: Fun Activity

L-4 : A Night of Unit-5: Reflexive Pronouns Ch-7: Nouns-Number

July Mystery Unit-6: Pronoun
L-5 : Little Daddy or Adj ective Ch-8: Nouns-Gender

Ch-9: Pronouns
L-6 : Poem - Unit-7: Adjectives Again
August
Watching Clouds Unit-8 :Tenses Ch-10: Adjectives

Ch-11: Comparison of Adjectives

L-7: From Granny
Sept. r
with Love
Unit-9: Adverbs
Ch-12: Prefixes and suffixes
Ch-13:Fun Time

Ch-14: Verbs
L-8: Rath Yatra in
October Unit-10:Articles Ch-15: Tenses
Puri
Ch-16: Editing and Omiting
Ch-17: Subject-Verb Agreement
L-9: Poem - Unit-11: Prepositions Ch-18: Articles
Nov. Unit12: Conjunctions
A Merry Dance Ch-19: Conjunctions
Ch-20: Prepositions
Ch-21: Homophones
Dec. Ch-22: Fun Time
L-10: A Butterfly Unit-13: Sentences
Ch-23: Framing Questions

L-11:The Ch-24: Vocabulary

January Woodcutter of Unit-14: Similies Ch-25: Fun Time
Gura
Ch-26: Compound Words

L-12:Jamie and
February Unit-15: Proverbs Ch-27 to Ch-35
His Worm

7
Distribution of Syllabus of English (Class III)
c

Assess- Audio/Video
ment
FA Tasks Composition
Activity
1. Paragraph Writing Video on
Picture Description
( I want my robot to..) 'Robot'
FA - 1 2. Poem completion(Saturday work) Paragraph Writing
(April-
3. Picture Description
May) Poem Completion Video on 'NGO'
( Scen e of Dhaba)

4. Homework and class work

1. MCQ based on Grammar Narrative Writing
(Pronouns and Adjective) Poem
FA - 2 2. Narrative Writing(A Scary Night) Completion
(July-
Aug) 3. Poetry Recitation Paragraph Writing
Making a
4. Homework and class work Picture of Sky

L-1 to 6 ; Grammar
Gr ammar - Unit
Unit -1 to 8 Paragraph Writing Video on 'Puri'
SA - 1
Workbook- Ch-1 to 9 ,
(Septem
Picture Description and
ber)
Paragraph Writing

1. Letter Writing(Informal) Letter Writing Images of Puri

FA - 3
(Oct- 2. Poster Making(Limerick)
Nov)
3. Poetry Recitation Story Writing Poster Making
4. Homework and class work
1. Paragraph Writing
(If I were a bird..) Speech on 'If I
Writing an
become a sports
Invitation
FA - 4 2. Project on 'Birds' captain, I will..'
(Dec-
3. MCQ based on Grammar
Feb)
(Articles, Adverb, Preparing for Video on
Future tense, Verb) Speech 'Woodcutter'
4. Homework and class work
L-7 to 12 Collecting and
SA - 2 Grammar -Unit-1 to 15 Assembling
Letter Writing
(March) Workbook- Ch-1 to 35 , Information on
Letter Writing and Story Writing 'Birds'
8
पा य म वभाजन हं द (क ा - 3)

मास हं द याकरण अ यास रचना मक

अमृत हं द पाठमाला याकरण सोपान गित विधया ँ
पु तका गित विधयाँ
एफ ए - 1 (अ ेल से मई )
पाठ - 10 शुदध- अशुदध 1 व य पशुओं के िच
पाठ - 1 हं द वण 1 क वता पाठ
पाठ - 1 श द िचपकाना
अनु छे द - मेरा 2 वण को म से
पाठ - 11 अनेक श द
हमको ान दो व ालय (पेज - 2 ना य मंचन जोड़ता हुए िततली
के िलए एक श द
87) बनाना
3 अख़बार से मु य
अ ैल अप ठत ग ांश समाचार के श द को
3 बहु वक पीय
पाठ - 2 वह सूरज था पेज ( 92 - काटकर वणमाला म
( याकरण)
93 ) म िचपकाना

4 क ा काय व
गृह काय
4 िच कथा को नाटक
पाठ - 3 रं गािसयार पाठ- 2 नाम पाठ - 1 संयु यंजन म बदलकर अिभनय
करवाना
5 िसदध य य ,
अप ठत ग ांश - व तुओं, व थान के
पाठ - 12 तुकबंद
मई 3 ( पेज- िच से ए बम बनाना
95 )

अनु छे द -जब
मेरे घर म पानी
नह ं आता
(पेज- 90)
एफ ए - 2 (जुलाई से अग त )
जुलाई 1 रचना मक 1 गोरै या , बया व
पाठ - 4 गोरै या और
पाठ -3 पहचान पाठ - 2 सं ा याकलाप िच ड़या के घ सले का
कौवा
(पाठ - 5) िच बनाना
पाठ - 5 तीन सहे ली 2 रं गीन कागज़ से
पाठ -10 िगनती पाठ - 13 दशा
मछिलयाँ मछली का कोलाज
पाठ - 6 सुनो घर क 2 िल खतपर ा 3 क वता लेखन
बात प - 1 (पेज-83)
4 अनु छे द - मेरा
पाठ - 7 व ालय
व ालय
अनु छे द - मेरा 5 व ा + आलय पर
व ालय रचना मक काय

9
पा य म वभाजन हं द (क ा - 3)

6 प रवार के सद य
ज ुलाई क जोड़े स हत फोटो
िचपकाकर नाम
िलखना

7 कैलडर से 1 से 50
तक के अंक काटकर
ए बम म िचपकाना

8 ना य मच
ं न
पाठ - 4 1 ना य मंचन
पाठ - 8 पाठ - 6 िलंग
एक- अनेक
2 धािमक थल के
हमारे पूजा घर पाठ - 5 नाम क
िच िचपकाना
जगह
3 पाठ म आये
3 क aकाय व महापु ष से संबंिधत
गहृ काय एक - एक नैितक
अग त अनु छे द - पूजाघर
अप ठत ग ांश मू य िलखना
(पेज -94)
4 वण कौशल 4 विभ न पूजाघर से
पाठ - 9 मा टर जी कहानी लेखन-
क लास 1(पेज - 73) संबंिधत वी डयो

पाठ - 10 हमारे 5 जातक कथाएँ

मागदशक (प ) वी डयो
एस ए - 1 (िसतंबर)
अमृत हं द 1 िच कथा लेखन
पाठ - 11 पाठ - 6
पाठ - 3 सवनाम पाठमाला
आचाय चाण य कौन कैसा
(पाठ 1 से 11 )
याकरण सोपान 2 फूल क प य ारा
पाठ - 12 (पाठ1 से 6) प िच बनाना
पाठ - 7 काम पाठ - 7 वचन
िसतंबर गुिल ताँ हमारा लेखन, कहानी
लेखन
3 प प काओं से
प -2 या संबंधी िच
(पेज - 84) एक कर ए बम म
लगाना

10
पा य म वभाजन हं द (क ा - 3)

एफ ए - 3 (अ ू बर से नवंबर)
अ ू बर पाठ - 13 रा ीय वज पाठ - 8 वलोम 1 रं गीन कागज़ व सींक
पाठ - 4 वशेषण रचना मक काय
(प ) श द ारा झंडा बनाना
क वता पाठ क ा 2 वलोम श द के िच
पाठ - 14 राज साद
प - 3 (पेज - 84) पाठ - 15 अप ठत ग ांश काय व गृह काय ए बम म लगाना
कहानी लेखन -3
अनु छे द लेखन
(पेज - 75)
नवंबर पाठ - 9 1 विभ न आकर क
पाठ - 15 माँ धरती एक जैसे श द पाठ -5 या गद ारा सौर प रवार
बनाना

2 कुछ िच एक त
अनु छे द लेखन -
पाठ - 16 हमार दिु नया पाठ - 8 वलोम श द करके ए बम म
मेर मां (पेज -88)
िचपकाकर उनके
पयायवाची श द िलखना

अनु छे द लेखन -
पाठ - 17 हं द िगनती ऐसे मनाई बना
पटाख के दवाली
(पेज - 90)
1 ई, िसतारे , व रं ग ारा
पाठ - 18 अंत र पाठ - 11 मुहावरे ोजे ट
पाठ - 9 पयायवाची श द रा िच बनाना
2 मुहावर का योग
पाठ - 12 वराम
पाठ - 19 ईदगाह पाठ - 14 सृजना मक ना य मंचन करते हुए कहानी ए बम
िचहन
दसंबर काय म िलखना
अप ठत ग ांश क ा काय व गृह
पाठ - 20 िनयम पाठ - 18 क वता लेखन
(पेज -94) काय
कहानी लेखन - बहु वक पीय
4(पेज -76) ( याकरण)
एफ ए - 4 (जनवर से फरवर )
जनवर पाठ - 21 स यवाद अनु छे द - लेखन पाठ - 16
3 ना य मंचन
राजा ह र ं (पेज -89) ं
अप ठत ग ाश
कहानी लेखन -
5(पेज - 77)
पाठ - 22 टे ली वजन अनु छे द लेखन
पाठ - 17 रा ीय पव
का जादगू र (पेज-91)
फ़रवर अप ठत ग ांश
पाठ - 19 िगनती
(पेज -96)
प लेखन - 4
(पेज - 85)
एस ए - 2 (माच )
माच अमृत हं द पाठमाला : पाठ 12 से 22 तक

याकरण सोपान : पाठ 2, 5 , 6 व 7 से 12 तक

11
Distribution of syllabus of Maths (Class III)

Assess -
Month Course book worksheet FA Tasks
ment

Ch-1. Numbers and

Numeration
• Revision
• Number name up to
thousands
• Place value
• Expansion of numbers
Pg. No. 1 to 10
• Comparison of numbers 1. MCQ
April and 15 to 17
• Successor and predecessor (Ch 1)
• Skip counting 2.Number Game

Ch-2 Roman Numerals

• Basic symbols
• Reading and writing
Roman Numerals FA - 1
(April-
May)

3. Forming
Roman
Ch-3: Addition
Numerals using
Addition of 2,3 and 4-digit
matchsticks
number with carry and
without carry
• Facts about addition
Pg. No.
May • Solve and frame the word
18 to 23
problem
• Estimation 4. Homework
• Mental and classwork
Arithmetic

12
Distribution of syllabus of Maths (Class III)

Ch-4 : Subtraction
1. Pen-Paper
• Subtraction of
test ( ch-4,5)
2,3 and 4-digit number with
borrowing and without
borrowing.
• Facts about subtraction
• Solve and frame word
problem.
• Estimation
Pg. no.
July • Mental Arithmetic 2. Activity
24 to 43
Ch-5 : Multiplication based on
• Multiplication by 1 and 2- subtraction
digit number. using
• Properties of FA - 2 geometrical
multiplication (July- shapes.
• Word problems related to Aug)
multiplication.
• Lattice Method

Ch-6 : Division 3. Activity

• Facts about division based on
• Relation between Pg. No.
August multiplication
multiplication and division 44 to 54
using Flash
• Long division method with cards
remainder and without
remainder 4. Homework
• Number stories and classwork

Ch-8 : Geometrical shapes

• Plane shapes
• Solid shapes
Pg. No. SA - 1
September • Tangram C h-1 to 6
• Perimeter 75 to 87 (September)
• Circle
• Symmetry

13
Distribution of syllabus Maths (Class III)

Ch-7 : Fractions
• Like and Unlike fractions
• Equivalent fractions 1. Pen-Paper test
• Comparison of fractions ( Ch-7)
• Ascending and Descending 2.Activity based on
Pg. No.
October order Fractions by
55 to 59
• Addition and Subtraction showing shaded
and unshaded
Ch-12 : Pictorial Representation
parts.
of Data FA - 3
• Read and draw pictograph (Oct-Nov)

3. Activity on
Ch-10 : Money
Geometrical
• Conversion of money
Shapes through
• Addition and subtraction Pg. No.
November paper cutting and
• Multiplication and division 66 and 67
folding
Make rate charts and bills.
4. Homework and
classwork
1. Pen-Paper test
Ch-11 : Time
( ch-10 )
• Reading clock time Pg. No. 2. Activity based on
December • Conversion
60 to 65 Money through
• Calendar
artificial notes and
coins

Ch-9 Measurement(Length)
• Conversion
3. Activity based
• Addition,subtraction, Pg. No.
January on Time through
multiplication 68 to 72
their daily routine
and division of metric units FA - 4
• Estimation (Jan-Feb)

February Ch-9 : Measurement

(Weight and Volume)
• Conversion
•Addition,subtraction,multiplicati 4. Homework and
-on and division of the problems classwork
related to weight and capacity
• Number stories

March Revision of Syllabus for SA -2 SA - 2 Ch - 7 to 12

14
Distribution of syllabus of EVS (Class III)
c

Course Book
Asses - A/V
Month (My Vibrant Key Concepts FA Tasks
sment Experience
Planet)
Sun : Parts of sun, 1. MCQ
Ch. 1 Our Sun Directions, Video on : based on
and Solar System Sun and Solar Solar
System Solar System System&
Early man.
April Moon (Phases of
Ch. 2 Early Man 2. Diagram
Moon) Water Cycle
of : Solar
Early Man and his FA - I system &
important different
discoveries tools
Water
(Introduction) (April - 3. Creative
Forms of Water, May ) Writing
on topic
Ch. 3 Introduction Properties of Water, "Water"
May
to Water Water
Conservation,
4. H.W and
Water Cycle C.W
Ch. 4 Uses of Video on : 1. Map work
Water Earth : Parts of on : Major
Ch 5 Water Earth , Rotation, parts of
July India on
Conservation Physcial features of
Ch.6 Major cities India Revolution, Political
FA - II map.
near seas

2. Group
Ch. 7 The Earth Our Environment : discussion
Global Warming, (July - Video on : on water
conservation
August)
August Deforestation,
Pollution, 3. H.W &C.W
3 R's of saving the Afforestation
Ch. 8 Our 4. Pen
environment Paper Test
Environment
on topic
water

15
Distribution of syllabus of EVS (Class III)
c

Living Things : SA - I
Ch. 9 Living
Sept. Characteristics of (Septe Chapter 1 to 5 , 7 and 8
Things
Living things mber)

Plants : Diagrams:
Ch. 10 Plants Parts and types of Video on : Beak,
Germination
Claws,
plants, Germination Germination,
Oct.
Ch. 11 Animals Plants as a source of Skeleton and Parts of a
and Birds food, Muscles Plant
Different ways of
cooking food
Animals and Birds: MCQ on :
Types of animals , Properties of
shelter, air, It's uses,
types of
Parts of bird's body,
plants &
Types of FA - III animals
feathers, Beak, feet, and
Classification of Bird's
birds. (Oct. classification
_
Nov.)
Our Body:
Ch. 12 Our Body
Five senses,
3. Role play
Ch. 13 Air aound on
Exernal and
us Our Body
Nov. internal organs of
the body,
4. H.W &
Skeleton and
muscles C.W
Air around us :

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Distribution of syllabus of EVS (Class III)
c

Transport and
Communication :
Ch. 14 Means of Types of Video on :
Dec. transport and transport , Transport and
communication communication communication
and means of
communication

1. Article
Ch. 15 Festivals writing on
January
of India Festivals

FA - IV 2. Radio
Ch. 16 Dresses show on
of India celebrity

3. Project
India : Festivals January on
- transport
1. Regious Festivals Video on : and
Feb.
Februrary
Ch. 17 Celebrity 2. National Festivals communi-
Festvals and cation
Dresses :
dresses of India
Clothes :1. Summer 4. H.W &
2. Winter C.W

March Quick Revision SA - II ( March) Chapter 10 to 16

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Distribution of syllabus of Computer (Class III)

Month Course book Assessment FA Tasks

L-1 : Introduction to a Computer 1. Class work done in book
1.1 : Computer - A Smart Machine and notebook
1.2 : Working of a Computer 2. Activity of Identifying
April 1.3 : Features of a Computer pictures
1.4 :Limitations of a Computer
FA - 1
1.5 : Types of Computers 3. Quiz competition on the
(April-
1.6 : Computers in other Machines topic 'Hardware and Software
May)
L-2 : Parts of a Computer
2.1 : Hardware
May 2.2 : Software 4. Type the names and
2.3 : Differences between features of any ten keys in
Hardware and Software WordPad
L-3 : MS Windows: The Operating
1. Class work done in book
System
and notebook
3.1 : Microsoft Windows
3.2 : Working with Windows 7 2.Lab Activity related to L- 3
July 3.3 : Understanding Files and
Folders
3.4 : Application Window FA - 2
3.5 : Some Components of (July- 3.Drawing flag of India in Paint
Application Window Aug)
3.6 : Windows XP Versus Windows
7
L-4 : More on MS Paint
4.1 : Curve Shape 4.Identifying and naming the
August tools
4.2 : Polygon Shape
4.3 : Menu Bar
L- 1 to 5 complete with MCQ,
True/False, Fill in the blanks,
SA - 1
Septe Match the columns, Cross
Revision of L -1 to 4 for SA- I (Septemb
mber words, Identify and label the
Sample Paper - I (Pg No. - 56) er)
pictures and Question
Answers. + Lab Activities
related to L 1 to 4 done in the
lab.

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Distribution of syllabus of Computer (Class III)

L-5 : Editing in MS Paint 1. Class work done in book

5.1 : Selecting the Drawing and notebook
Octob
5.2 : Using Clipboard 2. Make a greeting card for
er
5.3 : Image Group your teacher using all the
5.4 : Changing the Size of an Image tools of MS Paint.
FA - 3 3.Lab Activity related to L- 6
L-6 : LOGO : A Computer Language
(Oct-Nov)
6.1 : LOGO 4. Make a list of shortcut of
Nove 6.2 : Starting MSWLogo commands on a thick sheet
mber 6.3 : Components of a LOGO paper
Window
6.4 : LOGO Primitives
6.5 : Repeat Command
6.6 : Exiting Logo
L-7 : LOGO Arithmetic
7.1 : Revision of Logo Primitives
Dec. 1.Make a poster on LOGO
7.2 : Print Primitive
Primitives
7.3 : Calculations in LOGO
7.4 : Print with Logical Operators 2.Lab Activity related to L- 7
L-8 : Learning MS Word
8.1 : Starting MS Word 2010
3.Lab Activity related to L- 8
8.2 : Parts of MS Word Window
8.3 : Typing Text
Jan.
8.4 : Creating a New Document
4. Cross word related to " MS
8.5 :Saving a File FA - 4
Word"
8.6 :Printing a Document
8.7 :Closing a Document (Jan-Feb)
8.8 :Opening an Existing Document
Revision of L -5 to 8 for SA- II
Feb. Sample Paper - II (Pg No. 98)
Olympiad Practice Sheet (Pg No.
104)
L- 5 to 8 complete with MCQ,
with the practical SA II True/False, Fill in the blanks,
March Revision of all the Chapters
for SA II (March) Match the columns, Cross
words, Identify and label the
pictures and Question
Answers. + Lab Activities
related to L 5 to 8 done in the

19
Distribution of syllabus of Moral Education (Class III)

Course Book
Month
Live And Let Live

April and May L-1 Mind and Body

July L-2 Keep Surroundings Clean

August L-3 Do Hard Work

September L-4 Courage With in Me

October L-5 Let's Love India

November L-6 It is 'We'- Not 'Me'

December L-7 Stop Pollution

January L-8 Being Non- Violent

February L-9 You are Great!

March

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Assessment Rubrics (Source :CBSE CCE Manual)

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Learning Indicators (Source : NCERT CCE Manual)

English
At The End of Class III
 At the end of class III learners will be able to do the following: (Learning outcomes)
 Talk about themselves, members of the family and the people in their surroundings.
 Follow simple instructions, requests and questions, and use formulaic expressions appropriately.
 Enjoy doing tasks (including singing a rhyme or identifying a person, object or thing) in English.
 Recognize whole words or chunks of language. Recognize small and capital forms of English
alphabet both in context and in isolation.
 Read simple words/short sentences with the help of pictures and understand them. Write simple
words/phrases/short sentences.
Listening
Curricular Expectations
Understand simple English language spoken in their immediate environment. Enthu siasm to listen
to English with understanding. Appreciate non verbal clues and respond through speaking / body
-

language.
Pedagogic Processes
Clear lip movement for children with hearing impairment to lip read
 Familiarizing children with day to day spoken English (small sentences and phrases) in class,
assembly, playground etc with peers/groups.
 Creating learning situations for using greetings and polite forms of expression.
Using formulaic expressions such as ‘Sit in a circle.’ and helping children become familiar with
these expressions and use them.
 Familiarizing children with the sound system of English through chunks of language such as “an
apple” and connecting it with visuals/realia.
 Giving oral instructions for games/activities in simple English.
 In troducing content and devising tasks that encourage children to draw on diverse experiences
and make connections with what is worthwhile and important to them.
 Encouraging children to watch English cartoons (Listening and speaking are developing in
conjunction) and speak about it.
-
 Providing input via audio video/reading out from material and generating interest through pair
and group work/role play. Facilitating pair/group work where children share their experiences.
-

 Providing learning situations such as role play to listen and communicate messages.
 Using picture clips, photos, singing, storytelling, effective questions, music etc. Narrating variety of
stories from the textbook and beyond, helping children to talk about the main idea. Using a
number of f acial expressions, dramatizing and picturising stories.
 Asking questions based on the texts, using mother tongue and scaffolding, wherever necessary
using role play.
 Reading aloud, action songs/poems, encouraging children to sing collectively (Listening and
speaking are connected) using gestures.
 Giving dictation of a few simple sentences to enable children to listen and write. (Listening is
linked with speaking/writing).
-
 Playing music (non verbal) and encouraging children to express themselves through s peech,
action, dance, drama photographs, film clips, puppets, comics, displays and singing.
 Drawing attention to onomatopoeic sounds such as a tap tap, buzz, gr.r.r. etc.
-

28
Learning Indicators (Progression)
 Listening
 Responds to English words and sentences used in class/school, in home language/English. e.g.
mode of transportation, post office, other sources etc. and reads the poem aloud and enact, etc.
 Responds to simple greetings and polite forms of expression in English/home language/facial
expression/body language. e.g. Please work with your friend etc. Let us tidy the place. (simple 6-8
sentences)
 Follows rules of games/activities. e.g. Today we will play ‘relay race’. Do you know how is it
played? I’ll tell you the rules and we’ll play.
 Engages with English cartoons/ children’s films/visuals. e.g. Describe what you saw in the film
and other related questions etc.
 Shows interest in listening to experiences of her peers and others in English and home language.
e.g. All the students had gone for a picnic and are now sharing their experiences.
 Attends to oral messages/telephonic communications and communicates them in English/ home
language. e.g. Receives messages and conveys. Listens to new words and points/indicates objects
and persons. e.g. Listening a story and understanding the meaning of words in context.
 Understands the story and tells the main action in it. (Listening & Speaking in conjunction) in
home language/English/sign language.
 Shows enthusiasm to listen to English poems, songs, jokes. e.g. Birds sing, phone rings. . . . Responds
to questions asked on textual material/ narrated stories in English/ home language. e.g. Do you
enjoy train rides.
 Takes dictation of chunks of words e.g. describing the classroom.
 Draws with interest after listening to the input. e.g. Follows steps and does the task and also listens
and writes words/sentence with understanding such as let us make an envelope.
 Enjoys rhyme and rhythm of poems and sings aloud. e.g. I found a shell, a curly one Lying on the
sand . . . Appreciates music and expresses in action/speech. Listens, and co-relates various
onomatopoeic sounds; talks about them. e.g. Tak, tak, is anybody there?
Speaking
Curricular Expectations
Able to speak English along with home language.Able to ask questions. Able to recite/ poems, say
dialogues, phrases from stories/ plays, etc.
Pedagogic Processes
 Encouraging lip reading to understand words even without sound.
 Creating learning situations to introduce themselves to a new student/another teacher/ a
visitor/principal.
 Familiarizing children with new vocabulary as per their context and making them speak.
 Using pictures, objects, realia, models and wall displays at eye level, large prints and signs.
 Providing input/ encouraging for participation in class, morning assembly programmes.
 Providing situations/ pictures/images/artifacts to help children speak about them in pair/groups.
 Creating learning situations via-drama, storytelling, group work, role-play/mock-telephonic
conversations/conversations between and among family members/ connecting it with the
characters from lessons.
 Creating learning situations to speak about hobbies, games, food etc.
 Giving a prompt to help children speak “You know, I read a story which goes like this...” “Once my
brother played a prank on me ...”
 Based on the reading of the text, children are encouraged to speak. e.g. comprehension, connecting
to previous knowledge.
29
 Varying the input as per the special needs of the child with hearing impairment.
 Connecting learning to the real world and encouraging them to ask questions such as: Why can’t
we play now?
 Encouraging children to imagine and speak about characters and situations using prompts or
pictures to help children create stories.
 Encouraging children to raise queries & ask questions through various modalities like visual,
auditory and kinesthetic.
 Providing poems (from textbooks and other sources chosen by the teacher/ children from
children’s magazines/ children’s section in newspapers).
 All the bells are ringing. . .there?
10 Providing stories/plays (from textbooks and beyond the textbook).
Learning Indicators (Progression)
Speaking
 Uses simple sentences to introduce herself in English/ home language/sign language.e.g. I am
Jagat. I study in class III. I like ice cream and orange juice.
 Speaks as per context. e.g. Given a context from the text or real world, gives appropriate words.
 Participates in different events such as role play/ poetry recitation/ drama organized in school
from time to time. Speaks about situations/pictures/images in English and home language.
 Engages in conversation in English and home language with friends, teachers, and family using
simple sentences and Responses. e.g. The kite is flying. The aero plane also flies.
 Narrates her personal experiences/ anecdotes/ stories she has read or heard in English/home
language/sign language. e.g. My pup is very sweet.
 Makes requests, uses greetings and polite forms of expression.
 Expresses her likes and dislikes. e.g. I liketo jump and skip.
 Responds especially to the textual questions being asked in both English class and in other subject
classes in English/home language.
 Narrates stories (imaginary/dreams/actual situations. etc.) Asks questions about things around
her. Asks questions based on the text/beyond the text/ out of curiosity/while engaging in
conversation.
 Recites rhymes/ poems /songs in groups and individually and through acting out. Says
phrases/dialogues from stories/plays. Retells main idea of the story/play.

Reading They recognize some words in English and make some attempts to read unknown words
using initial sounds. They mostly rely on illustrations and teacher support to establish meaning in a
text and may not understand everything that they read. While they continue to use early decoding
skills, they are not yet able to predict from language context alone because of their yet developing
English proficiency. Gradually they can follow and read short, simple texts along with the teacher and
in class as shared reading activities.
Curricular Expectations
 Understand the main idea, locate details in the text (seen and unseen).
 Able to ask questions.
 Understands the form and functions of grammar in context.
 Pedagogic Processes
 Providing visuals/pointing to illustrations in texts to encourage children to read. Familiarizes
children with both small and capital letters of the alphabet.

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 Facilitating comprehension through various texts/movement/actions.
 Facilitating children to locate details, sequence of ideas and events/identifying main idea through
various types of comprehension questions.
 Facilitating children to relate ideas of the text with personal experience through questions and
interaction.
 Introducing stories to facilitate comprehension. Listening to poems, showing understanding
through tone, volume and action.
 Introducing different kinds of texts such as descriptions, stories, folktales and poems. Providing
beyond the text materials such as advertisements, notices, etc.
 Facilitating reading of children’s magazines and children’s section of newspapers and enriching
the reading habits through exposure to school library, reading corner.
 Introducing titles of books, movies, etc. Encouraging children to raise questions based on their
reading.
 Drawing attention towards use of grammar in context and explaining it such as nouns, adjectives
etc. e.g. red rose.
 Drawing attention to the use of punctuation through a variety of texts such as use of capital and
small case, comma, full stop.
Learning Indicators (Progression)
Reading
 Reads small texts with comprehension. Identifies/ locates main idea, details and the sequence of
ideas and events and draws conclusions based on reading.
 Relates ideas with her personal experiences. e.g. After reading a story on travel, is able to connect
with her experience of travelling in a bus/ train etc.
 Reads and relates texts of home language.
 Recognises themes such as triumph of good over evil.
 Engages with different kinds of texts descriptions, stories, folktales and poems. e.g. She narrates
the story that also deals with similar issues and connects with her life. Connects with real life,
including home language/sign language.
 Engages in reading beyond the text materials and enjoys reading. Infers the meaning of
unfamiliar words by reading them in context.
 Reads titles of books, movies, captions. Asks questions based on the reading or out of curiosity.
 Uses simple grammar in sentences. e.g. Jamala is agood student. Uses appropriate punctuation. e.g.
Jatin is my friend.
Writing

They develop the ability to use some basic conventions of writing in English. They write texts using
sentence structures based on oral structures and very simple repetitive texts. By the end of class III,
they are beginning to write their own very short, simple texts. They write with less need for teacher
transcription. Their attempts at spelling depend on sounds. Children begin with one word to phrases
to sentences across class levels.
Curricular Expectations Able to write short, simple texts.
Pedagogic Processes
 Facilitating children to form letters and spacing properly.
 Familiarising children with words from the text and immediate surroundings.

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  Drawing attention to the use of capital letters and punctuation marks such as full stop, comma,
question mark etc. Giving dictation of sentences/short paragraphs (listening and writing are
developed in conjunction).
 Providing texts (seen & unseen) and encouraging writing answers to comprehension questions.
 Providing verbal/visual clues to develop words/ sentence/ paragraphs.
 Encouraging children to write on self, family, pets and home etc. (Giving extra time for children
writing in Braille).
 Providing examples of writing through a variety of examples.
 Providing examples of words/phrases (linkers) to indicate sequence, such as ‘and’ ‘but’ etc.
 Providing examples of written texts to familiarize with grammar in context.
 Familiarizing children with rhyming words, creating rhythm through a poem.
 Providing a variety of contexts such as going for a picnic, a fair etc. and helping them develop new
vocabulary.
 Learning Indicators (Progression)
 Writing

 Draws enthusiastically according to the context and writes a little, name etc.
 Uses proper spacing between letters, words and sentences.
 Writes familiar words, phrases simple, sentences in Braille or print.
 Uses capital letters and punctuation marks.
e.g. Finally, I dressed up and went to school.
 Takes dictation of chunks of words. e.g. items needed for class library.
 Writes answers for textual questions after comprehension. (Writing is linked to reading).
 Writes words/sentence paragraphs with the help of verbal/visual clues. e.g. Pictures of
flowers/ fruits, animals etc. and writes. Writes, descriptions/ narratives, 5-6 simple sentences on personal
experiences. Describing any event/ place/ object. e.g. Look at the fish tank and write three sentences what you
see.
 Uses appropriate punctuation forms in a variety of written texts. Writes rhyming words. e.g. Day-bay; mouse
house etc. Makes lists for various purposes. e.g. Prepare a list for class picnic; mat, water bottle, tiffin,
towel, bag etc. Contributes for the school magazine (drawing with caption etc.)

 Concern for Immediate Environment

 Curricular Expectations
 Develop concern for immediate environment (both physical and social) through observation,
which leads to development of language skills in an integrated manner.
 Pedagogic Processes
 Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and
providing related vocabulary.
 Providing texts/ film clips/ pictures/ posters/ models (seen/unseen) related to environment such
as poems, stories, etc. thus developing listening and reading. e.g. This is a beautiful flower.
 Providing input & encouraging expression in the form of short dialogue, paragraph, poem or song.
 Providing a variety of inputs on diversity all around (nature and society) (different leaves, pictures
of animals, landscapes, realia etc.) and encouraging peer grouping.
 Providing situations to ask questions through topics related to concern for the immediate
environment such as throwing garbage in bin, not tearing paper etc.

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 Providing audio – video input such as posters, children’s films, cartoons, displays, music, songs etc.
for facilitating expression, role play, etc.
 Drawing attention towards diversity of language, dress, food, festivals etc. and providing
new/related vocabulary.
 Providing texts (seen/unseen) and sensitizing the children towards gender equality and diversity
among learners such as girls and boys going to school, all children going/learning/playing at
school, including differently-abled , and introducing new/related works.
 Learning Indicators (Progression)
 Concern for Immediate Environment
 Appreciates the diversity nature and responds through verbal and non - verbal expression (body
language, speech, drawing and writing/signs) in English and home language/sign language.
 Engages with new words related to environment. Appreciates the ideas in the poem/story on
nature/environment. e.g. Let us water the plants. Expresses feelings, about environment/ social
issues through speech/writing in English/home language/sign language.
 Appreciates the idea of learning together and sharing with others.
 Draws on diverse experiences and makes connections. e.g. I read from this book and my friend
reads from Braille book.
 Uses role play to express ideas on learning together (inclusive education) and environment.

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 CLASS III Mathematics

Conceptual Area Pedagogical Processes Learning Indicators

SHAPES AND SPATIAL Conduct activities with individual child Child identifies rectangles, triangles and other
UNDERSTANDING and group of 3-4 children for folding rectilinear shapes formed by the crease of paper on
paper for more than two types. Let the folding it.
Creates shapes through children discuss and identify the figures Indicates understanding of 2-D shapes on the basis of
paper folding, paper cutting that are formed by the crease on opening number of sides, corners and diagonals, straight and
Identifies 2-D shapes the paper. curved edges etc.
Describing the various 2- Discussing various shapes ( 2-D and 3- Demonstrates shapes like book, glass, bottle, chalk
D shapes by counting their D) available in the surroundings of the box, ball as 3-D shapes and gradually attempts to
sides, corners and diagonals child and their characteristics by associate them with standard names like cuboids,
Draw some 3-D objects involving children in identification of the sphere, cone, cylinder
specific characteristics of every shape. Explores observable properties of 3-D shapes like flat
Make shapes on the dot-grid Drawing child’s attention towards and curved surface, edges, corners etc.
using straight and curved various similarities and differences in Groups objects on the basis of shapes (cone, cylinder,
lines two and three dimensional shapes while balls etc. as they have curved surface) and other
they are sorting and classifying them. observable properties.
Tiles a given region using a This will help them in associating Demonstrates her ability to differentiate between 2-D
tile of a given shape various shapes with names like squares, shapes (like square, rectangle etc.) and 3-D shapes
rectangles, triangles, cube, cuboids, cone, (cone, cylinder, sphere etc.)
Distinguishes between cylinder, sphere etc. Uses different ways of drawing straight line by paper
shapes that tile and that do Giving idea of straightness and folding, straight edge, straight string with free hand
not tile curvedness from the objects like edge of and with free ruler.
a tumbler, edge of a book/notebook, table Cites different examples to show the understanding of
etc. involve children in exploring the difference between straight and curved lines.
other properties of shapes like edges, Make free hand drawing of horizontal, vertical and
corners etc. slant lines.
Conducting activities involving children Draws shapes of her liking by using straight and
in drawing straight and non straight lines

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 Conceptual Area Pedagogical Processes Learning Indicators
by tracing the edge of a 3-D shape on curved lines on a dot grid
paper.
Engaging children in making sceneries,
pictures and drawings, focusing on
shapes made up of straight and curved
lines
Conducting activities with
children to draw various shapes using a
dot grid.

NUMBERS AND NUMBER Involving children in reading numbers Devises ways of counting the given number of
OPERATIONS written on a number chart and other objects by grouping them in groups of 2, 3, 4, .. 10
places in and outside classroom objects from her immediate environment and
Reads and write 3-digit Engaging child in activities of counting expresses the number as per her own understanding.
numbers large number of objects from her Attempts to read and write any given number (up to
surroundings. Encourage them to make 999) and associate a given collection with a number
Expands a number using place equal groups while counting. After and vice-versa.
value building an adequate understanding of Demonstrates strategies of comparing two numbers
Counts in different ways- grouping objects in hundreds, tens and using sequential order of numbers, using size of a
starting from any number ones, involve them in writing the number, using the place values of digits etc.
Compares numbers number. Devises ways of writing a number when a group (
Forms greatest and smallest up Organise group activities to compare hundreds, tens or ones) is missing.
to three digit numbers using number of objects in two collections (
given digits having groups of tens and ones) by one-
to-one correspondence. Children should
be encouraged to find their own ways of
comparing the collections e.g. using the
sequential order of numbers.
Addition and subtraction Engaging child in adding and/or Adds and subtracts 3-digit numbers by using different
Adds and subtracts three digit

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 Conceptual Area Pedagogical Processes Learning Indicators
numbers (with and without subtracting two numbers written strategies like using the concrete objects in bundles of
regrouping) vertically or horizontally. Let the hundreds, tens and ones or by standard algorithms or
Solves problems using children devise their own ways of by her own algorithm but mathematically correct
Addition and Subtractions addition by using their understanding of process.
addition on 2-digit numbers
There are a lot of situations in child’s
daily life where addition and subtraction Analyses and describes a problem in mathematical
of numbers up to three digits happens. terms and finds the given and unknown data.
Let the child analyse the given situation
and solve it by addition and subtraction. Finds the strategies to reach unknown from the
Involve children in reading given known
problems and discussing what is given,
what is to be found. Let children work Solves problems using addition and/or subtraction
out their strategies to find the unknown with and without regrouping.
from the known.
Uses estimation in verification of sum and difference
Organising selling buying situation in of two/three digit numbers
classroom where lot of addition and
subtraction of money is involved using
play currency notes up to Rs. 1000

Encouraging children to use alternative

strategies for finding total and balance
without using pen and paper.

Multiplication Providing small hints to reach to the Appreciates the use of multiplication for repeated
Multiplies two numbers using situation where child says 2+2+2+2+2 addition
standard algorithm and lattice can also be called as 5 times 2.
multiplication algorithm
Activities to write multiplication facts
Understands concept of

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 Conceptual Area Pedagogical Processes Learning Indicators
division (times tables) by repeated addition and Explores the multiplication facts of 2,3,4,5 and 10 by
later on by observing patterns different ways like repeated addition, skip counting,
Applies multiplication and/or identifying and continuing pattern ….
division to solve conceptual Activities to explore ways of multiplying
(daily life) problems two digit numbers. Avoid telling the Develops different algorithms to multiply two digit
standard algorithm at the first instance. numbers
Children may devise their ways of
multiplying first the tens and then units
or other creative ways.

Solving variety of problems on

multiplication to master different
algorithms and strategies.
Division Creating situations of equal Explores ways of equal grouping /sharing
Explains the meaning of sharing/grouping of objects and /distribution
division from context of equal exploring ways of describing it
sharing and grouping mathematically. Understands division as another way of equal
grouping /sharing /distribution
Relates division with Conducting activities to explore division
multiplication facts in different ways like repeated Performs division by grouping / using multiplication
subtraction, inverse of multiplication, tables
Completes division facts by pattern recognition etc.
grouping and by using
multiplication tables Involving children in discovering their Shows her understanding of division of two digit
own ways to solve a problem involving numbers in equal distribution of money to number of
division of two digit numbers persons

Conducting practice activities to help

children master algorithms and
appreciate the standard algorithms given

40
 Conceptual Area Pedagogical Processes Learning Indicators
in books.
Money Demonstrates use of numbers in identifying and
Involving children in groups and/or making currency notes of different denominations
Converts Rupee to Paise using individually to make play currency notes
play money of different denominations. A set of such Appreciates the use of money in day-to-day buying
actual notes can be shown to them for the and selling situations
activities.
Adds and subtracts amounts Attempts to make small amounts of money by using
using column addition, and Creating simple selling and buying notes of different denominations in different ways
subtraction without regrouping situations in classroom and let children
play with their play money. Describe ways to find balance amount out of a given
amount after the purchase of about 100 rupees
Providing small hints to solve situations
of transacting money and finding
balances
Establishes relationship between rupee and paisa
Encouraging children to make estimates
of how much money required, what will Devises ways of adding and subtracting amounts in
left etc. and then to actually verify their daily life activities
Makes rate charts and bills estimates. Discussions may be held
within and across the groups to find out Estimates/approximates the money required and
the ways to refine their estimates. money obtained in balance in simple buying
situations.
Encouraging children to be critical
observers of money transactions while
they accompany parents and others for
shopping.
Measurement: Organising discussions among children Attempts to resolve conflicts on lengths/distances by
Length to showcase their understanding about using body parts and other non uniform units like
measuring various things including hand span etc.(non standard units).

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 Conceptual Area Pedagogical Processes Learning Indicators
Appreciates the need for a lengths and distances and other quantities
standard unit Devises ways of making uniform units for measuring
Creating situations when children get length/distances.
Measures length using opportunities to measure in their own
appropriate standard units of ways and resolve conflicts, if any, Uses her vocabulary to appreciate meter as a standard
length by choosing between aroused due to use of non uniform units. (uniform) unit of length.
centimeters and meters
Providing hints during discussions so that Demonstrates ways of measuring smaller distances
Estimate the length of given children can appreciate that a unit is using a meter scale
object in standard units and required for measuring anything.
verifies by measuring Appreciates the division of one meter into
centimeters to measure relatively smaller lengths
Uses a ruler Involving children in devising various
units that can remove the confusion and
Relates centimeter and meter be used by all in a particular context.
Providing children units of centimeter
and meter to measure various objects so
that children can relate centimeter and
meter
Mass Encouraging children to make out their Describes ways of comparing and quantifying
meaning about the standard units of mass(es) of common objects
Weighs objects using non- measurement they have in their Uses simple balance to compare weights of common
standard units vocabulary like a liter of water, kilogram objects
and gram etc. Uses non-standard units like small stones and other
Appreciates the conservation Let the children appreciate sub units to such objects available in child’s vicinity
of weight measure smaller and bigger quantities Understands that objects with different shapes and
like meter-centimeter, kilogram-gram, sizes may have same weights.
Volume litre- millilitre etc. Estimates capacities of different containers and tries
Involving children in speaking about to order them as per their capacities
Measures and compares the their own daily experience of measuring Shows the ability to compare the capacities of
liquids and comparing the sizes of

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 Conceptual Area Pedagogical Processes Learning Indicators
capacity of different containers different containers different containers in terms of non-standard units
using non-standard units Providing opportunities to children to (like mugs, spoons etc.)
relate various units and sub units and use Understands general terms of measurement like liter
Appreciates the conservation their conversion in solving contextual for measuring volume and capacity.
of Volume problems Appreciates the conservation of volume like same
amount of liquid seems to be more and less on
pouring in to narrow and wide containers respectively
but is same in quantity.

Time Organising discussions and short stories Shows the understanding of shorter and longer
Reads a calendar to find a on the vocabulary children have about duration of different activities performed or to be
particular day and date. time and calendar performed
Encourage children to tell the time Uses her experiences and talk of the people around
Reads time correct to the hours elapsed, time required to complete a task him to express sequence of seasons in her own
etc. situation/environment
Conducting group/individual activities to Attempts to read the clock and tells the time correct
Reads calendar to find a introduce the idea of measuring a day in to hour.
particular date and day hours, months in days, and year in Demonstrates the skill of reading the calendar to find
months. a particular day and date i.e finds the day
Providing opportunities for reading a corresponding to date from the calendar.
clock and a calendar.
Initiating discussion in the classroom and
encourage children to find other ways of
measuring a day, month and year.
Data Handing Organising activities and providing Attempts to record information in her own ways.
opportunities to record information in Realizes problems in interpretation of information.
Record data using tally marks numbers by using tally marks and to Devises ways of representing information to make it
draw inferences or make decisions out of more clear and easy to understand and interpret i.e
Collects data and represents in it. For example, in organizing a New uses tally marks to record large number of data.
terms of pictograph choosing Year party, how many pieces of different Participates in discussions with others to draw

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 Conceptual Area Pedagogical Processes Learning Indicators
appropriate scale and unit for types would be required for class inferences from the recorded information
display through pictographs decoration.
Involving children in discussion to
Draw conclusions from the highlight the importance of recording of
data by discussing with the information
teacher Creating situations where in child uses
her ways to record and present the
information in a meaningful manner like
number of students present in days of a
week, number of family members each of
her friends have, number of children
whose name starts with particular letters
etc.
Giving opportunities to children for
exploring ways of recording and
presenting data and draw inferences from
the data.
Patterns Involving children in recognition and Identifies simple patterns right from school activities
Identifies simple symmetrical extension of patterns they come across to home like pattern in coming to school to going
shapes and patterns in his/her in daily life experiences. These are back, patterns in numbers and shapes, patters in tiles
surroundings required to be recorded and interpreted. and designs, etc.
For example different number patterns
Make patterns and design from like 2,4,6,…, 10,20,30,40,… and Understands the patterns of even and odd numbers,
straight lines and other patterns of shapes found on tiles and commutative of addition and multiplication of
geometrical shapes. border designs on sarees, shawls etc. numbers, multiplication of numbers by 1, adding 1 to
Organizing group activities where numbers etc.
Identifies patterns in the children can create and discuss patterns.
numerals for odd and even Group discussions could be followed by
numbers and in adding odd and presentation of the patterns that have
even numbers. been found in front of the whole class.

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 What are the learning indicators of EVS Learning?
 Broadly, the EVS learning is around ten processes as mentioned below. Thus the nature of learning
indicators in EVS is process based.
 For class III these learning indicators are same, however, the progression of learning from class
III can be seen through the complexity in the indicator.
 In order to understand the nature of complexity class III to IV, IV to V, suggestive examples have
been given along with each indicator.
1. Observation and Reporting – Explores shares, narrates and draws, picture-reading, makes
pictures, collects and records information, tables and maps.
2. Discussion – Listens, talks, expresses opinions, finds out.
3. Expression – Expresses through gestures/ body movements, expresses verbally, expresses
through drawing/writing/sculpting, expresses through creative writing.
4. Explanation – Reasoning, makes logical connections, describes events/situation, formulates
one’s own reasoning’s, make simple gestures, thinks critically, and makes logical connections.
5. Classification – Identifies objects based on observable features, identifies similarities and
differences in objects, sorts/groups objects based on observable features. Compares objects and
classifies them based on physical features.
6. Questioning – Expresses curiosity, asks questions, raises critical questions, frame questions.
7. Analysis – defines situation/ event, identifies/predicts possible causes of any event/situation,
making hypotheses and inferences
8. Experimentation – Improvises makes simple things and perform simple experiments.
9. Concern for Justice and Equality – Sensitivity towards the disadvantaged or differently abled,
shows concern for environment
10. Cooperation – Takes responsibilities and takes initiatives, shares and works together with
empathy.
Learning Indicators in EVS for Primary Level (Class III)
 Observation and reporting:
Observes and explores environmental objects/plants/animals/local transports in the immediate
surroundings. E.g., “identifies names of objects, local plants, animals, transport, and shelters ,etc in
their own language.”
 Shares and reports her observations on the collected information/objects/visited
place through various ways. E.g. ,“shares brief details of plants (part), animals, food item eaten in
the family, local games, local transport, nearby park, garden/field, post office, market in their own
language orally”.
 Draws simple designs/ drawings/patterns that have been seen on different objects at
home/school with the support of elders E.g., “draw floral designs, pattern of
leaves/circle/square/triangles and colour them.”
 Appreciates and reflects on her observations, work done by self and others. E.g., “Reading and
enjoying signboards, pictures, posters in the locality, school (shops name, posters name, posters
related to prevention of disease notice board etc) and reflects on them verbally or through
gestures”.
 Involves in group discussions related to the problems seen in immediate surroundings. E.g.,
“wastage of water, littering and throwing garbage use of plastic bags, food wastage in the family,
need for bridges, kind of houses, etc”.

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 Listens to others experiences/ideas in group discussion on the problems / themes related to
immediate surroundings E.g., “where do their family get water, who fills water in the family, do their
family discriminate in the community/public places”.
 Shares experiences verbally and accepts feedback given by peers group on her work. E.g., ‘Water in
Our Life’, and narrating one’s own experiences of where s/he has seen people wasting water such as
while cleaning the houses, utensils, clothes, vehicles, and reflects her views”.
 Reflects on others work/views in a group E.g., “suggests how can the use of plastic bags can be
reduced, how to dispose garbage in the locality”.
 Expresses one’s feelings / ideas through orally /verbally form in a creative writing exercise on – “If
I could fly like a bird”, she can describe her own ideas creatively where would I like to go? She
describes how does she interact with family as well as others who cannot see, speak or hear? How
does she help them with their work?
 Uses appropriate language/gestures to show care, respect and accept the people as they are.
 Expresses views/opinion on problems related to day to day life and misuse of environmental
resources. E.g., “ reduce wastage of food, water in school/family”.
 Creates designs by using variety of material by using fallen dry leaves, flowers, clay and pebbles,
etc.
 Makes her own guesses and gives her own reasoning on any event/situation in day-to-day life. e.g.,
“how many hand spans will cover the table/desk”? “Where do animals drink water other than the
pets?” “How many mugs of water are required to fill a bucket”?
 Explains the relationships of self with other members of the family and depicts through drawings
and written language. E.g. makes family tree(depicting only two generations (father/grandfather)
 Identifies objects, plants, animals, food items based on their observable features in the
surroundings
 Engages actively in sorting the objects by one/two observable features at a time. E.g., “sorting
objects on the basis of one/two visible features at a time e.g. (size, colour, shape, texture etc. classify
leaves on the basis of their smell, colour, shapes, texture)”.
 Groups objects/animals/plants according to similarities in relation to their
appearance/habitat/food/movement. E.g., “looking for similarities and differences in different ways
of cooking – like frying, roasting, steaming; Sorting things that are made from rice and wheat;
 Classifies objects/animals/plants according to differences in relation to their
appearance/habitat/food/movement. E.g., “Making a list of foods that one
often eats such as dals, vegetables, rice, soup, water, roti,, biscuits, sambhar, tea, and then sorting
these into solids and liquids”.
 Expresses curiosity on any phenomenon/ event/celebration at home/in the immediate
surroundings E.g., “rainbow and cloud formation, customs followed in family”
a.) Asks questions that demonstrates a range of thinking skills (what, why, where) e.g. “Why do we
not eat all the vegetables throughout the year?” “Why does my four-month old sister only drink milk?”
b) Generates/frames questions on her own on familiar objects/animals/plants and events in the
immediate surroundings. e.g. “from where do. Plants get water?” Where do lizards go in winter?
“What happens if there are heavy rains?” “How is rain both good and bad for the environment?’ What
will happen if birds could not fly but only walk on their feet? “Why dals/seeds are soaked before
cooking; why round, smooth pebbles are found near the river side; how grass and small plants grow
on their own, without being planted by anyone”.

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 Reflects critically on various issues of social and cultural discrimination. (Related to working
children, girls/women, elderly and differently abled). Defines situation or events in her simple
language.
Predicts and identifies probable reasons of any event/situation/phenomenon seen /observed E.g.,
“ predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry
more quickly when exposed to wind”. Makes simple inferences (reasoning);
E.g. , “ between the shapes and size of vessels and the water stored in them. e.g. Taking vessels of
different shapes and sizes and predicting and testing which one contains more/less water, etc.?
Creates simple objects (clay/locally available material) and engages in hands on activities through
pictorial instructions or with the support of elders.
E.g. “improvising/making a toy-train from empty matchboxes, simple jigsaw puzzle using
cardboard; creating pictures of different animals with dried leaves.”
 Tries out/manipulate with the given material/objects /hands on activities with the support of
elders/independently. e.g., putting water in various containers to demonstrate water takes the
shape of any container, flows down and feels wet;
 Develops sensitivity towards plants, animals, environment needs of differently-abled children,
and learns to express feelings in different ways
 Expresses concern for equality and for justice for disadvantaged group of society, and gives her
own opinion
 Avoids wastage of material and suggests ways for reuse of material in day to day life.
 Shows no biases in behavior (E.g.“ sitting, eating, working, sharing with all irrespective of
traditional and cultural biases”.
 Engages in group work and share things with peers.
 Accept responsibility for age appropriate tasks E.g., “turning off the lights when not in use; not
wasting paper; throwing litter in the bin”; organizing belongings;”
 Expresses empathy for others. E.g., “Extend helps/support to friends when required.”
 Follows rules made for games or other collective tasks undertaken in the school/home.
 Works with others to solve problems. e.g., children are asked to turn to the child next to them and
work cooperatively in answering a question; solves a problem by working with others, sharing
ideas, and testing the solutions
 Shows some responsibility for his/her own health, and the health and well
being of others. E.g. , “practices good personal hygiene and cleanliness; discusses healthy habits,
and practice self-control by abstaining from actions that harm one’s self as well as others”.
 Creating and utilizing school environment for group learning E.g., “ takes a pollution walk,
gathering examples of litter and trash”.

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Important instructions for parents

Parents may please note

1. Please do not leave your child in the school half an hour before the start of the
school and half an hour after the closure of the school.
2. Do not send the tiffin of the child through any unknown person. It will not be
accepted.
3. Do not send any unknown person to meet or fetch your child from the school.
4. Please deposit the quarterly fees by local cheque only by 10th of April ,July,
October and January positively. After that late fee fine of Re.1 per day will be
charged and for dishonored cheques a penalty of Rs. 500 with the late fee fine will
be charged. In case the cheque is dishonoured, fee with penalty and late fee fine
shall be accepted with D.Draft only.
5. Please ensure that your child comes to school in time. Late comers will be sent
back.
6. Please keep the information about address, especially the telephone numbers
always updated in the school records. It helps the school in contacting you in case
of emergency or other requirement.

AiBaBaavak Ìpyaa Qyaana doM

1. skUla maoM Apnaa pta tqaa TolaIfaona nambar hmaoXaa sahI ¹ sahI ilaKvaa kr rKoM.ijasasao ik
emarjaoMsaI maoM AaPasao ibanaa ivalamba ko saMPa-k saaQaa jaa sako.
2. Apnao baccao kÜ AaQaa GaMTa phlao tqaa AaQaa GaMTa baad tk skUla maoM na CÜDoM .
3. Apnao baccao ka iTifna AMjaana vyai@t ko haqa sao na BaojaoM .vah nahIM ilayaa jaaegaa.
4. Apnao baccao kÜ lao jaanao ko ilae Anjaana vyai@t kÜ na BaojaoM .]sako saaqa baccaa nahIM Baojaa jaaegaa.
5. Ìpyaa baccao kI fIsa laÜkla caOk sao ApO`la, Ê jaulaa[-, ÊA@tUbar tqaa janavarI kI dsa tarIK tk
jamaa krvaa doM .]sako baad 1 $ Pa`itidna fa[na lagaogaa.Agar AaPaka caOk baOMk sao iksaI karNa sao
vaaipsa Aata hO tao 500 $ ponalTI tqaa laoT fI fa[na lagaogaa evaM fIsa¸ kovala D/aFT d\vaara hI laI
jaaegaI.dUsarI baar caOk nahIM ilayaa jaaegaa.
6. dor sao Aanao vaalao baccaaoM kao vaaipsa Baoja idyaa jaaegaa.

AiBaBaavak ko hstaxar

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