JKBOSE Class 3rd Latest Syllabus PDF Download 2023

Hello readers, Welcome to the JKBOSE Class 3^rd Syllabus section of our website. This post will detail you a complete breakdown of the Syllabus for JKBOSE Class 2nd. There is complete unitization of the syllabus and it will guide you to prepare for the exams. JKBOSE Class 3rd Latest Syllabus PDF Download from our website. The syllabus is designed by JKSCERT for Academic Session 2021- 2022 (Winter Zone) and 2023- 2024 (Summer Zone). Here is a detailed syllabus:

JKBOSE Class 3rd Latest Syllabus 2023 PDF Download

Breakdown of Syllabus for Class 3rd

Subject: English

Class 3^rd                                                                                English (Chant III)

Course	Percentage of Syllabus to be achieved	Contents
Unit I	0.1	1. The Swing
		2. The Mighty Ant
Unit II	0.2	1. Letters
		2. The Wonder Machine
Term I	0.2	1. My Home
		2. The Fisherman & the Genie
		3. Happy Trees
Unit III	0.15	1. Smile please
		2. The Star
Term II	0.35	1. The wrong Move
		2. At the Zoo
		3. Animals our friends

LEARNING OUTCOMES

Unit I

1. Sing the poem with rhyme and rhythm.
2. Identify and write rhyming words.
3. Pronounce and identify the words with the letter sounds Ch and Sh.
4. Read and understand simple sentences.
5. Identify and summarise the main idea of the story.
6. Retell the story in simple words in English.
7. Use adjectives in meaningful contexts.

Unit II

1. Read, understand and sing the poem with rhyme and rhythm.
2. Write a simple letter.
3. Pronounce and classify them as two different letter sounds in English.
4. Read and understand the text.
5. L:ist uses of computers.
6. Use joining words in meaningful contexts.

Term I

1. Sing the poem with rhyme and rhythm.
2. Pair rhyming words.
3. Use vocabulary related to the kitchen
4. Pronounce the words with the letter sounds Wh and Ph
5. Understand the sequence of the story.
6. Identify characters and main events in the story.
7. Describe witty and humorous situations.
8. Use simple present in meaningful contexts.
9. Read and sing the poem with actions.
10. Write the recipe for a mint omelette and mint chutney.
11. List uses of trees.
12. Pronounce words with the letter sounds ck and ng letter sounds.

Unit III

1. Identify and summarise the main idea of the story.
2. Speak and write longer sentences.
3. Use vocabulary related to games.
4. Prepare a time schedule and compute time for different activities.
5. Punctuate simple sentences.
6. Sing the poem with proper rhyme and rhythm.
7. Respond to simple questions.
8. Identify rhyming words.
9. Pronounce the word with the letter sounds bl/cl and br/cr.

Term II

1. Identify and summarise the main idea of the story.
2. Match traffic signs with their meanings.
3. Rewrite jumbled words into sentences.
4. Use action words in meaningful contexts.
5. Name different animals.
6. Develop vocabulary related to animals.
7. Match animals with their sounds.
8. Pronounce the words with the letter sounds fl,fr,gl,gr.
9. Use vocabulary related to animals.
10. Create a story about animals and role plays the same.
11. Use simple past in meaningful contexts.

SUGGESTED PEDAGOGICAL PROCESSES AND TIPS FOR TEACHING.

1. Narrate the stories about the importance of different creatures.
2. Ask the learners to draw and colour the picture of their home.
3. The teacher will ask questions that the learners have read in the lessons/poems.
4. Divide the class into pairs and ask them to produce different sounds of birds, like, caw caw, chirp chirp etc.
5. Listen to and communicate oral/written texts.
6. Collect books for independent reading in English and other languages.
7. Recite poems in English with proper intonation.
8. Participate in role-play, and enactment of skits.
9. Recite poems in English with intonation and gestures.
10. Use nouns, pronouns and adjectives in speech and writing.

(NOTE: The teachers are requested to consult the Learning Outcome document of NCERT and NIPUN Bharat guidelines for further pedagogical processes.)

NIPUN Learning outcomes

❖ ECL2-6.1a

Asks questions about the story and characters in the story, in English/home language.

❖ ECL2-6.1b

Develops vocabulary from their classroom and social environment.

❖ ECL2-6.2

Recite poems individually/ in groups with intonation and fluency.

❖ ECL2-6.3

Talks about his/her favourite storybook/character.

❖ ECL2-6.4

Participates in role-play/skit in English/bilingually with appropriate expressions.

❖ ECL2-6.5

Writes words/ sentences to express his/her feelings. Draws about the same as well.

❖ ECL2-6.6

Reads print in the classroom/ school environment: poems, posters, charts, etc.

❖ ECL2-6.7

Reads small texts in English.

❖ ECL2-6.8

Narrates the story with the help of the poster

❖ ECL2-6.9

Writes a message for the toy. For example, you are my best friend.

❖ ECL2-6.10

Uses rhyming words for writing short sentences.

❖ ECL2-6.11

Writes sentences using familiar words.

❖ ECL2-6.12

Writes short messages bilingually adding drawings, etc.

❖ ECL2-6.13a

Writes small sentences using a full stop and question marks.

❖ ECL2-6.13b

Writes briefly about their visit to their home town /park nearby/market bilingually.

❖ ECL2-6.14

Works in a team for the display of the posters.

❖ ECL2-6.15

Able to develop useful messages for their school premises (classroom, garden, playground, etc.).

Note: The teachers shall apply different methods and materials to enable children to develop the understanding of concepts embedded in the themes wherein a multilingual approach has also a role. Moreover, the activity-oriented textual exercises are important for the linguistic development of students and these should be transacted through a variety of activities viz. games, puzzles, jigsaw, matching, questioning, debating, discussing, role-playing and dramatizing, etc. that are imbibed through Art Integrated Learning Approach.

Subject: Mathematics

Course	Percentage of	Content
	Syllabus to be achieved
Unit I	10%	1. Fun with Numbers
		1.Give and Take
Unit II	20%	2. Fun with Give and Take
		1. Time Goes on
Term I	20%	2. Shapes and Designs
		(Geometrical Shapes)
		3. How Many Times
Unit III	15%	1. Length-Mass or Weight and Capacity
		Can We Share?
Term II	35%	Rupees and Paisa
		Fractional Numbers

LEARNING OUTCOMES/GOALS

The learner —

• works with four-digit numbers – reads and writes numbers up to 9999 using place value – compares numbers up to 9999 for their value based on their place value – solves simple daily life problems using addition and subtraction of three-digit numbers with and without regrouping, sums not exceeding 9999 – constructs and uses the multiplication facts (tables) of 2, 3, 4, 5 and 10 in daily life situations – analyses and applies an appropriate number operation in the situation/ context – explains the meaning of division facts by equal grouping/sharing and finds it by repeated subtraction. For example, 12÷3 can be explained as the number of groups of 3 to make 12 and finds it as 4 by repeatedly subtracting 3 from 12
• Adds and subtracts small amounts of money with or without regrouping
• Makes rate charts and simple bills
• Acquires understanding of 2D shapes – identifies and makes 2D shapes by paper folding, paper cutting on the dot grid, using straight lines etc. – describes 2D shapes by the number of sides, corners and diagonals. For example, the shape of the book cover has 4 sides, 4 corners and two diagonals – fill a given region leaving no gaps using a tile of a given shape
• Estimates and measures length and distance using standard units like centimetres or metres and identifies relationships
• Weighs objects using standard units–grams and kilograms using a simple balance
• Compares the capacity of different containers in terms of nonstandard units
• Adds and subtracts measures involving grams & kilograms in life situations
• Identifies a particular day and date on a calendar
• Reads the time correctly to the hour using a clock/watch
• Extends patterns in simple shapes and numbers

PEDAGOGICAL PROCESSES AND TIPS FOR TEACHERS

The learner may be provided opportunities in pairs/groups/ individually and encouraged to —

• Count a large number of objects from their surroundings by making groups of 100,10 and ones
• Write a number (up to 999) and the other group reads it.
• Apply place values for writing the greatest/ smallest numbers with three digits. (Digits may or may not repeat.)
• Arrange concrete objects and draw different multiplication facts/ combinations of a given number
• Develop multiplication facts of 2, 3, 4, 5 and 10 using different ways e.g., – Skip counting – and using repeated addition
• Experience equal sharing and grouping and connecting them mathematically in their context. for example, sharing an equal number of sweets among children
• Observe various 3D shapes available in the surroundings and discussions may be held to the identification of similarities and differences with respect to their corresponding 2D. Shapes like triangles, squares, and circle cut-outs of cardboard
• Make 2D shapes through paper folding/ paper cutting activities
• Describe the properties of 2D shapes in their own words/languages like the number of corners, edges on a shape, etc. discuss their observation regarding various shapes they observe in their surroundings— on the floor, on the footpath, etc., to draw the conclusion that all shapes do not tile
• Conduct role-play of seller and buyer in selling/buying situation where lots of addition and subtraction of amounts using play money may be done
• Measure the length of objects in their surroundings by using a scale/ tape. Students may be encouraged to estimate the length first and then verify it by actual measurement
• Use simple balance to compare and find the weight of common objects in terms of nonstandard units like small stones, packets of objects, etc.
• Measure the capacities of different containers and describe their experiences of doing so, e.g., finding how many jugs can fill a bucket or how many glasses can be filled from one jug full of water
• Use of vocabulary about time and calendar through discussions/ storytelling
• Attempt to read a clock and calendar
• Observe patterns both geometrical and numerical and discuss them.

Subject: Environmental Studies (EVS)

Course	Percentage of	Content
	Syllabus to be achieved
Unit I	10%	4. Our First School
		10. Sharing Our Feelings
		1. Poonam’s Day Out
Unit II	20%	The Plant Fairy
		5. Foods We Eat
		7. What is Cooking?
		14. A house Like This
Term I	30%	3. Water
		8. From Here to There
		9. Work We Do
		The Story of Food
Unit III	15%	Families Can Be Different
		Our Friends – Animals
		Drop by Drop
Term II	35%	Flying High
		Games We Play
		Left- Right
		Here Comes a Letter
		A Beautiful Cloth
		Web of Life

Learning Outcomes

The learner —

• identifies simple observable features (e.g., shape, colour, texture, aroma) of leaves, trunk and bark of plants in immediate surroundings
• identifies simple features (e.g., movement, at places found/kept, eating habits, sounds) of animals and birds) in the immediate surroundings
• identifies relationships with and among family members
• identifies objects, signs (vessels, stoves, transport, means of communication, transport, signboards etc.); places (types of houses/shelters, bus stand, petrol pump etc.) activities (works people do, cooking processes, etc.) at home/school/ neighbourhood
• describes the need for food for people of different age groups; animals and birds, availability of food and water and use of water at home and surroundings
• describes roles of family members, family influences (traits/ features /habits/practices), need for living together, through oral/ written/other ways
• groups objects, birds, animals, features, and activities according to differences/ similarities using different senses. (e.g., appearance/place of living/ food/ movement/ likes-dislikes/ any other features) using different senses differentiates between objects and activities of present and past (at the time of the elders). (e.g., clothes /vessels /games played/ work done by people)
• identifies directions, and location of objects/ places in simple maps (of home/ classroom/ school) using signs/symbols/verbally
• Guess properties estimate quantities; of materials/activities in daily life and verifies using symbols/nonstandard units (hand spans, spoon/mugs, etc.)
• records observations, experiences, and information on objects/activities/places visited in different ways and predicts patterns (e.g., shapes of the moon, seasons)
• creates drawings, designs, motifs, models, top, front, and side views of objects, simple maps (of the classroom, sections of home/ school, etc.) and slogans, poems, etc.
• observes rules in games (local, indoor, outdoor) and other collective tasks
• voices opinion on good/bad touch; stereotypes for tasks/play/food in family w.r.t gender, misuse/wastage of food and water in family and school
• shows sensitivity for plants, animals, the elderly, and differently-abled and diverse family setups in surroundings. (For the diversity in appearance, abilities, choices – likes/ dislikes, and access to basic needs such as food, shelter, etc.)

PEDAGOGICAL PROCESSES AND TIPS FOR TEACHERS

The learner may be provided opportunities in pairs/groups/ individually and encouraged to —

• observe and explore the immediate surroundings, i.e., home, school and neighbourhood for different objects/plants/ animals/birds for their concrete/ simple observable physical features (diversity, appearance, movement, places of living/ found, habits, needs, behaviour etc.)
• observe, explore their home/family for the people whom they live with, what works they do, the relations and their physical features and habits and share the experiences in different ways
• explore the neighbourhood for the means of transport, communication and what works people do
• observe their home/school kitchen for food items, vessels, stoves, fuels and cooking processes
• discuss with elders and find out from where we/birds/animals get water, food (plants/ animals, which part of the plant we eat etc.), who works in the kitchen, who eats what, who eats last
• visit different places in the neighbourhood, e.g., the market to observe the process of buying/selling, the journey of a letter from the post office to home, local water bodies etc.
• ask and frame questions and respond to the peers and elders without any fear or hesitation
• share their experiences/observations through drawing/ symbols /tracing/gestures/ verbally in a few words /simple sentences in their own language
• compare objects/entities based on differences/ similarities for observable features and sort them into different categories discuss with the parents/guardians/ grandparents/elders in the neighbourhood and compare their lives in past with that of now for the things of daily use such as clothes, vessels, works done by people around, games
• collect and arrange the objects such as pebbles, beads, fallen leaves, feathers, pictures, etc., of their finds from their surroundings and arrange them in an innovative manner, e.g., heaps, pouches and packets
• critically think to guess/estimate and predict the happenings, situations, events and the possible ways to check, verify, and test them., For example, which directions (left/right/front/back) are to be followed to reach a nearby object or place; which vessel (of the same volume) contains more water; how many spoons of water to fill a mug or a bucket etc.
• perform simple activities and experiments to observe, smell, taste, feel, and hear using different senses as per their abilities to identify, classify, and differentiate between objects, features, entities etc.
• collect observations and experiences on the experiments and activities and share that orally /gestures /sketches /tables /writing in simple sentences
• manipulate local and waste material, fallen dry leaves/flowers, clay, fabrics, pebbles, and colours to create or improvise drawings, models, designs, collages etc. For example, using clay to make pots/vessels, animals, birds, vehicles, furniture from empty matchboxes, cardboard, etc.
• Share experiences of their relationships with pets and domestic animals or other birds and animals in their surroundings
• participate actively and undertake initiatives of care, share empathy, and leadership by working together in groups, e.g., in different indoor/outdoor/local/contemporary activities and games, carrying out projects such as taking care of a plant(s), feeding birds/animals, things around them the question, discuss, critically think and reflect on their experiences related to situations at home, school, neighbourhood for stereotypes or discrimination, such as roles of male/female members, access to food, health, going to school, needs of elders and the differently-abled etc.
• explore and read pictures, posters, signboards, books, audio videos, tactile/raised material/ newspaper clippings, stories/poems, web resources, documentaries, and library and use other resources besides the textbook

Subject: Urdu

Subject: Kashmiri

Subject: Hindi

 

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